Sat Study Guide

TA-113-SAT-004
Prepared by
Directorate of Training
Staff and Faculty Development Branch
Fort Gordon, GA 30905
Dec 1, 2008

The Army Training System (TATS) Courseware

Systems Approach to Training
Workshop

Student Guide/References

1
TABLE OF CONTENTS

Section Page
1. Table of Contents .................................................................................................................. 1
2. Introduction ........................................................................................................................... 2
2. DOTMLPF ............................................................................................................................ 3
3. Adult Learning Theories ....................................................................................................... 5
4. SAT Model ........................................................................................................................... 19
5. Analysis ................................................................................................................................ 23
a. Critical Task Site Selection Board (CTSSB) ................................................................... 34
6. Design ................................................................................................................................... 47
a. Individual Training Plan (ITP) ........................................................................................ 48
b. Course Administrative Data (CAD) ................................................................................ 49
c. Program of Instruction (POI) ........................................................................................... 50
e. Contemporary Operating Environment ........................................................................... 53
f. Design and Develop Tests ............................................................................................... 71
7. Develop ................................................................................................................................ 91
8. Implementation ..................................................................................................................... 93
9. Evaluation ............................................................................................................................. 97

Appendix
A. Training Regulations and Pamphlets .................................................................................. A-1
B. Individual Training Plan (ITP) ........................................................................................... B-1
C. Program of Instruction (POI) ............................................................................................. C-1
D. Lesson Plan ........................................................................................................................ D-1
E. Course Management Plan (CMP) ...................................................................................... E-1
F. Master Training Schedule .................................................................................................. F-1
G. Test Control SOP ............................................................................................................... G-1
H. ASAT Development Tool .................................................................................................. H-1
I. Glossary ............................................................................................................................... I-1
J. Practical Exercises ............................................................................................................... J-1

Acronym List ................................................................................................................ Back Cover
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INTRODUCTION

Purpose:

Training
Support:

Using the
Systems
Approach to
Training
The purpose of this guide is to aid Training Developers and Instructor Writers
in the SAT model and training development documents. This guide is NOT to
be used as regulatory guidance but as a tool to minimize the need to remember
what you are suppose to do.
This training guide does away with the need for you to undergo lengthy
training during which you would attempt to learn everything you need to know
to perform on the job. Instead, Staff and Faculty has developed a two week
training course for Army Officers, Non-commissioned officers, and civilians
assuming Training Developer and Instructor Writer positions in TRADOC
schools.
All TRADOC schoolhouse training is developed and implemented using the
Systems Approach to Training (SAT) process. SAT provides a process to
determine:

1. What to train.
2. Where to train.
3. When to train.
4. How to train.
5. Who to train.
6. How well to train.

We determine the above through a systematic process including analysis,
design, development, implementation, and evaluation of training needs and
requirements.

1. Analysis: Identifies and describes collective and individual tasks and
determines what needs to be trained.
2. Design: Plans training. Translates analysis data into a structure or
blueprint for training.
3. Development: Produces the individual and collective resident and non-
resident training, programs, materials, and products.
4. Implementation: Conducts training using the developed materials to
produce trained personnel and units.
5. Evaluation: Produces an assessment of the quality of training, tests, and
materials in terms of their ability to prepare soldiers to perform their jobs and
contribute to the readiness of the Army. Evaluation is a continuing process. It
permeates every phase.

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DOTMLPF

The soldier is the Army's most vulnerable asset and is susceptible to almost every threat known
on the battlefield. The primary consideration for any analysis of the Army's present soldier
capabilities will be based on the threat to the individual soldier. Each area of the DOTMLPF is
analyzed. We will use concept of operation and tactical vignettes, based on potential "real
world" scenarios, to facilitate analysis. This type of analysis begins with identification of
collective and individual soldier tasks, and identifying those tasks that will evaluate the soldier's
ability to accomplish the assigned mission. These tasks and functions form the construct of an
operational architecture.

Doctrine Evaluation of soldier tasks, functions, and associated tactics, techniques and
procedures may provide a solution or change in the way we fight, based on an enemy threat.
With the changes brought about from new or improved materiel solutions, expect new or
modified doctrinal procedures. This will result in required revision of field manuals, technical
manuals, regulations etc. thus modifying our training strategies.

Organizations At the soldier level, organizational changes do not apply. However, they do
affect the soldier in the manner in which they conduct tasks and functions. Reorganization of
unit personnel, as an example, may require soldiers to perform more tasks and functions than
previously required. This would impact other areas in the DOTMLPF assessment such as
training, leadership and education, and doctrine to name a few. However, the potential exists for
modification of organizational structure with the advent of new capabilities.

Training The goal is to train anywhere, any time, which means the Army will take training with
them. Technology has matured to a level that supports these requirements. Embedded Training
(ET) is the user's primary option for SaaS training in all training domains-institution, home
station, and deployed, including Army CTCs and the Joint National Training Center. Separate
training devices will be built only for those tasks that are unaffordable, unreasonable, or unsafe
in an ET environment. The SaaS process will ensure ET development as an integral part of the
SaaS architecture, not as a set of add-ons and software applications.

Materiel Materiel solutions greatly impact the soldier. To ensure soldiers gain maximum
capability from the new equipment, they must receive new equipment training. In addition,
training considerations must be given to the training base, institutional training requirements, and
common task training. New materiel solutions also affect leadership and education. Leaders
must learn how to properly operate, maintain, train, and employ the new equipment. New
materiel solutions affect personnel and soldier load. New materiel solutions must strive for
interoperability with other systems, draw from the same power source (connectivity), and be
compatible with other equipment in the soldier's load.

Leadership and Education Leader development and education applies to officers,
noncommissioned officers and soldiers. Officers and noncommissioned officers can better train
their soldiers through the use of training in new solutions, using live, virtual, and constructive
simulation techniques. At any time, individual soldiers may find themselves in a situation where
they become leaders. Soldier as a System facilitates ease of transition to leadership

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responsibilities due to the integration, interoperability, connectivity, and compatibility of future
Soldier systems.

Personnel Soldiers are the Army's most important resource for accomplishing missions and
winning wars. The highly complex and sophisticated nature of the digitized battlefield will
require multi-trained soldiers, capable of executing an array of interrelated tasks, previously
performed by someone else, or brought about by advanced technologies.
As a result, soldiers must excel at critical thinking and be able to adapt to a variety of
situations. Soldiers must maintain a high level of proficiency with their basic combat skills, yet
be able to leverage the technologies that increase our lethality on the battlefield. They must also
possess higher-order cognitive skills that enable them to adjust and adapt to rapidly changing
operational situations and conditions.

Facilities New materiel solutions directly impact facilities. As new equipment is fielded,
soldiers need a place to store and maintain the equipment. This also causes leadership concerns
with soldier responsibility, accountability, and security of sensitive or expensive items.
New equipment costs mandate that we provide better soldier equipment facilities for storage,
security, maintenance, management, and deployment capability. Facilities currently under
construction must be modified to accommodate the fielding of new equipment to soldiers and
units. These facilities must provide adequate and secure storage, provide workspace, and serve
as a secure marshalling and deployment area for our soldiers, while protecting them from the
elements.

DOD to Solution Sets DOD to Solution Sets
Focused
Rudimentary
& abstract
More
Specific
General
Very
Specific
FAA FNA FSA
D O T M L P F
Mission, Vision & Core Competencies Mission, Vision & Core Competencies
Functional Areas Functional Areas
Army Vision Army Vision
JOC JOC JIC JIC
Future Force Future Force
National National
JFC JFC
FOCs FOCs
More
Specific
JOpsC JOpsC
A
b
s
t
r
a
c
t

t
o

v
e
r
y

s
p
e
c
i
f
i
c
CBA
Solution Sets for DOTMLPF

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ADULT LEARNING THEORY

Learning can be defined formally as the act, process, or experience of gaining knowledge or
skills. In contrast, memory can define the capacity of storing, retrieving, and acting on that
knowledge. Learning helps us move from novices to experts and allows us to gain new
knowledge and abilities.

Domains of Learning
There are three basic domains of learning: Cognitive, Affective and Psychomotor.
These domains of learning are used to classify learning. These classifications allow instructors to
be better able to organize instruction and therefore provide better structure and improve clarity.
Students will be better able to achieve success if they more clearly understand the structure of the
instruction provided.

Cognitive Domain This domain deals with the recall or recognition of knowledge and the
development of intellectual abilities and skills. This is the domain in which most of the work
in curriculum development has taken place. The clearest definitions of instructional
objectives phrased as descriptions of student behavior occur within this domain.

Cognitive Student Behaviors
Knowledge: Remembering, recalling, memorizing, recognizing.
Comprehension: Interpreting, translating from one medium to another, describing in
ones own words.
Application: Problem-solving, applying information to produce some result.
Analysis: Breaking something down to show how it is put together (and being able to
put it back together!), finding an underlying structure, identifying motives.
Synthesis: Creating a unique, original product that may be concrete or abstract.
Evaluation: Making value decisions about issues, resolving controversies or
differences of opinion.

Affective Domain This domain is that area which concerns attitudes, beliefs, and the entire
spectrum of values and value systems. This area is often considered the more difficult
domain in which to structure instruction.

Affective Student Behaviors
Receiving: Students receives and then focuses their attention upon a message or other
form of stimuli.
Responding: Students engage in activities that relate to receiving the message.
Valuing: Learners internalize the concept of worth. This level is exhibited by the
individual as a deliberate behavior and not simply as a willingness to conform to
rules or standards.
Organization: As learners experiences broaden, they begin to classify and order
their values, beliefs, and attitudes. Students take a values-based position and can
defend it if necessary.

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Characterization: The highest level of the affective domain. Students are committed
to their values, and are identified or characterized based upon their affective
behaviors.

Psychomotor Domain This domain attempts to classify the coordination aspects that are
associated with movement and to integrate the cognitive and affective consequences with
bodily performances.

Psychomotor Student Behaviors
Generic movement: Those movements or processes which facilitate the development
of characteristic and effective motor patterns. They are typically exploratory
operations in which the learner receives or takes in data as she or he moves.
Awareness of the movement and body movements as well as patterning are
experienced or demonstrated.
Ordinative movement: Learners are able to organize and process skillful
movements. They are able to adapt and refine skillful movements in order to be able
to solve particular tasks or performance requirements.
Creative movement: The highest level of the psychomotor domain. Students are able
to create or invent movement that will serve the individual (personal) purposes of the
learner.

BLOOMS TAXONOMY

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a
classification of levels of intellectual behavior important in learning. Bloom found that over 95%
of the test questions students encounter require them to think only at the lowest possible
level...the recall of information.
Bloom identified six levels within the cognitive domain, from the simple recall or recognition
of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the
highest order which is classified as evaluation.

Blooms Taxonomy

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Bloom's Taxonomy

Cognitive domain The cognitive domain is demonstrated by knowledge recall and the intellectual
skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying
knowledge, choosing among alternatives in problem solving, and evaluating ideas or actions. This
domain is broken down into six (6) levels from the simplest to the most complex skills. TRADOC Pam
350-70-5 suggests using Bloom's Taxonomy to check the level of testing with the level of learning that
the objective requires.

Competency Skills Demonstrated Objective Examples
Knowledge

Ability to recall
information
Observation and recall of
information and facts
Knowledge of dates, events,
places, and common terms
Knowledge or major ideas,
concepts, and principles
Mastery of subject matter
Students will list the
seasons in order.

Name 5 U.S. coins minted
in 1995.
Comprehension

Ability to grasp the meaning
of material

Understanding of information and
facts
Justification of methods and
procedures
Translation of knowledge into
new context
Interpretation of facts, charts, and
graphs; compare, contrast
Ordering, grouping, inferring
causes
Predicting future consequences

Students will define
"justice" in their own
words.

Tell what portion of a
dollar each U.S. coin
represents.
Analysis

Ability to break down
materials into its component
parts so that its structure may
be understood
Seeing patterns
Organization of parts
Recognition of logical fallacies in
reasoning
Identification of components
Evaluation of relevancy of data
Students will reorder the
sentences to form a proper
paragraph.

Fifty dollars and 16 cents
($50.16) can be broken
down into what U.S. coin
denominations?
Synthesis

Ability to put parts together
to form a new whole
Using old ideas to create new
ones
Generalization from given facts
Relating knowledge from several
areas
Predicting, drawing conclusions
Students will construct a
hypothesis that explains
the observed phenomenon.

With a stack of varying
denominations of U.S.
coins, construct the total
deposit.

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Evaluation

Ability to judge value
Compare and discriminate
between ideas
Assess value of theories,
presentations
Make choices based on reasoned
argument
Verify value of evidence
Recognize subjectivity
Students will criticize a
poem using accepted
criteria.

Given 5 proposals,
evaluate those plans and
choose the best one to
implement.

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Psychomotor Domain The psychomotor domain is demonstrated by physical skills; coordination,
dexterity, manipulation, grace, strength, speed; actions which demonstrate the fine motor skills such as
use of precision instruments or tools, or actions which evidence gross motor skills such as the use of the
body in dance or athletic performance.

Competency Skills Demonstrated Objective Example
Reflex Movements
Reflexes The child will turn his
or her head toward a
loud sound.
Fundamental Moves

Changes location
Moves in space while remaining in one
place
Moves extremities in coordinated
fashion
The child will crawl on
hands and knees.
Perceptual Abilities
Discriminates visually
Discriminates auditory
Discriminates kinesthetically
Discriminates tactually
Coordinates 2+ perceptual abilities
The child will walk a
balance beam.
Physical Abilities
Exerts tension
Moves quickly
Stops immediately
Endures fatigue
The learner will catch a
volleyball that is
thrown.
Skilled Movements
Changes or modifies basic body
movement patterns
Uses a tool or implement in adaptive
or skilled manner
The learner will dance a
demonstrated routine.
Skilled Movements
movement patterns
or skilled manner
Nondiscursive
Communication

Moves expressively
Moves interpretatively
Communicates emotions
Communicates esthetically
Expresses joy
The learner will
pantomime a work
given to him or her by
the teacher.
Skilled Movements
movement patterns
or skilled manner

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Affective domain The affective domain is demonstrated by behaviors indicating attitudes of
awareness, interest, attention, concern, and responsibility, ability to listen and respond in interactions
with others, and ability to demonstrate those attitudinal characteristics or values that are appropriate to
the test situation and the field of study. This domain relates to emotions, attitudes, appreciations, and
values, such as enjoying, conserving, respecting, and supporting.

Competency Skills Demonstrated Objective Example
Receiving

Student's willingness to attend to
classroom activity

Getting, holding, and directing students'
attention
Listens attentively
Shows awareness of
the importance of
learning
Attends closely to the
classroom activities
The student will show
awareness of class
proceedings.

Listen for and remember
the name of newly
introduced people.
Responding

Active participation on the part of the
student

Completes assigned
homework
Participates in class
discussion
Volunteers for tasks
Shows interest in
subject
Enjoys helping
others
The student will
willingly answer
questions.

Questions new ideals,
concepts, models, etc. in
order to fully understand
them.
Valuing

The worth or value a student attaches to a
particular object or behavior
Demonstrates beliefs
in the democratic
process
Shows concern for
the welfare of others
Demonstrates
problem solving
attitude
Demonstrates
commitment to social
improvement
Is sensitive towards
individual and cultural
differences.

The student will express
strong opinions on issues
under consideration

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Verbs According to Blooms Taxonomy
Knowledge Comprehension Application Analysis Synthesis Evaluation
Acquire
Attend
Choose
Cite
Collect
Complete
Copy
Define
Describe
Differentiate
Distinguish
Draw
Duplicate
Enumerate
Find
Identify
Imitate
Index
Indicate
Isolate
Label
List
Mark
Match
Name
Order
Outline
Place
Point
Quote
Read
Recall
Recognize
Record
Repeat
Reproduce
Review
Select
State
Study
Tabulate
Trace
Add
Approximate
Arrange
Articulate
Associate
Categorize
Change
Characterize
Cite
Circle
Clarify
Classify
Compare
Compile
Compute
Conclude
Conduct
Contrast
Convert
Defend
Demonstrate
Detail
Determine
Diagram
Differentiate
Discuss
Distinguish
Document
Draw
Edit
Elaborate
Estimate
Explain
Express
Extend
Extrapolate
Factor
Fill in
Follow
Formulate
Gather
Generalize Give
Acquire
Adapt
Allocate
Apply
Ascertain
Assign
Attain
Avoid
Back up
Calculate
Capture
Change
Choose
Classify
Complete
Compute
Conduct
Construct
Customize
Demonstrate
Depreciate
Derive
Determine
Develop
Diminish
Discover
Draw
Employ
Examine
Exercise
Explore
Expose
Express
Factor
Figure
Generalize
Graph
Handle
Illustrate
Interconvert
Investigate
Manipulate
Analyze
Appraise
Audit
Blueprint
Breakdown
Categorize
Characterize
Classify
Combine
Compare
Conclude
Contrast
Correlate
Criticize
Deduce
Defend
Detect
Diagnose
Diagram
Differentiate
Discriminate
Dissect
Distinguish
Document
Ensure
Evaluate
Examine
Explain
Explore
Figure Out
File
Formulate
Generate
Group
Identify
Illustrate
Induce
Infer
Interrupt
Inventory
Investigate
Lay Out
Abstract
Alter
Animate
Arrange
Assemble
Budget
Calculate
Categorize
Change
Classify
Code
Combine
Compile
Compose
Conduct
Constitute
Construct
Create
Cultivate
Debug
Deduce
Depict
Derive
Design
Develop
Devise
Dictate
Discover
Discuss
Document
Enhance
Expand
Explain
Facilitate
Format
Formulate
Generalize
Generate
Handle
Import
Improve
Incorporate
Appraise
Argue
Assess
Compare
Conclude
Consider
Contrast
Counsel
Criticize
Critique
Decide
Defend
Describe
Determine
Discriminate
Estimate
Evaluate
Explain
Grade
Hire
Interpret
J udge
J ustify
Measure
Predict
Prescribe
Rank
Recommend
Relate
Release
Select
Standardize
Summarize
Support
Test
Validate
Verify

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Underline
Write

example
Give in own
words
Illustrate
Infer
Interact
Interpolate
Interpret
Itemize
Locate
Make
Observe
Organize
Paraphrase
Predict
Prepare
Quote
Read
Rearrange
Record
Relate
Reorder
Rephrase
Represent
Restate
Rewrite
Review
Subtract
Summarize
Translate
Update
Visualize

Modify
Operate
Organize
Personalize
Plot
Practice
Predict
Prepare
Price
Process
Produce
Project
Protect
Provide
Relate
Restructure
Round Off
Sequence
Show
Simulate
Sketch
Solve
Subscribe
Tabulate
Transcribe
Transfer
Translate
Use
Utilize
Manage
Maximize
Minimize
Optimize
Order
Outline
Paraphrase
Plan
Point out
Present
Prioritize
Proofread
Query
Question
Recognize
Relate
Save
Select
Separate
Shorten
Size Up
Structure
Subdivide
Summarize
Train
Transform
Integrate
J oin
Lecture
Model
Modify
Network
Organize
Originate
Outline
Overhaul
Paraphrase
Plan
Portray
Predict
Prepare
Prescribe
Produce
Program
Proposed
Rearrange
Reconstruct
Refer
Relate
Reorganize
Revise
Rewrite
Signify
Simplify
Specify
Summarize
Systemize
Tell
Transmit
Write

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PURPOSE To apply Bloom's theory of developing higher levels of thought processes to
everyday classroom reading.
EXPLANATION Many students are directed to read narrative or expository selections for
classroom assignments for the purpose of answering factual questions. This
type of reading for literal comprehension is often emphasized because of the
ease and equity of evaluation.
The emphasis is limiting because many students do not develop a personal
attachment to books they read. They do not see reading as a bridge to their
imaginations, a way to understand how others live their lives, or a method to
gain self-understanding and evaluation.
Questions that instructors ask can direct the students to the realization that
reading has a greater and more diverse purpose than just the simple recall of
facts. If this can be accomplished, it is likely that students will place a higher
value on reading, continue to turn to it for pleasure and as a resource, and will
establish it as a life-long habit.
PROCEDURE For any assigned reading selection, develop questions that reflect the
progression of thinking and responding from the literal level to the
evaluative. Not all levels need to be developed for every selection. Consider a
range that will lead the student to the greater purpose of reading.
Each level of Bloom's original taxonomy has been restated for clarity and
simplification. Examples of appropriate questions or directives are given to
illustrate each level. The story of Goldilocks and the Three Bears was used
for general understanding.
Knowledge the recall of specific information

Who was Goldilocks?
Where did she live? With whom?
What did her mother tell her not to do?
Comprehension an understanding of what was read

This story was about __________. (Topic)
The story tells us ________. (Main Idea)
Why didn't her mother want her to go to the forest?
What did Goldilocks look like?
What kind of girl was she?
Application the converting of abstract content to concrete situations

How were the bears like real people?
Why did Goldilocks go into the little house?
Write a sign that should be placed near the edge of the
forest.
Draw a picture of what the bear's house looked like.

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Draw a map showing Goldilock's house, the path in the
forest, the bear's house, etc.
Show through action how Goldilocks sat in the chairs, ate
the porridge, etc.
Analysis the comparison and contrast of the content to personal
experiences

How did each bear react to what Goldilocks did?
How would you react?
Compare Goldilocks to any friend.
Do you know any animals (pets) that act human?
When did Goldilocks leave her real world for fantasy?
How do you know?
Synthesis the organization of thoughts, ideas, and information
from the content

List the events of the story in sequence.
Point out the importance of time sequence words by
asking:
What happened after Goldilocks ate the Baby Bear's
porridge?
What happened before Goldilocks went into the forest?
What is the first thing she did when she went into the
house?
Draw a cartoon or stories about bears. Do they all act like
humans?
Do you know any other stories about little girls or boys
who escaped from danger?
Make a puppet out of one of the characters. Using the
puppet, act out his/her part in the story.
Make a diagram of the bear's house and the forest.
Evaluation the judgment and evaluation of characters, actions,
outcome, etc., for personal reflection and understanding

Why were the bear's angry with Goldilocks?
Why was Goldilocks happy to get home?
What do you think she learned by going into that house?
Do you think she will listen to her mothers warnings in
the future? Why?
Do parents have more experience and background than
their children?
Do you think this really happened to Goldilocks? Why?
Why would a grown-up write this story for children to
read?

15
Learning Theories

An organized set of statements that allow us to explain, predict, or control events. Three
learning theories are: Behaviorism, Cognitivism, and Constructivism.

Behaviorism is a theory of human learning that only focuses on objectively observable
behaviors and discounts mental activities. Behavior theorists define learning as acquisition of
new behavior.

Experiments by behaviorists identify conditioning as a universal learning process. There are two
different types of conditioning, each yielding a different behavioral pattern:
1. Classic conditioning occurs when a natural reflex responds to a stimulus. The most
popular example is Pavlov's observation that dogs salivate when they eat or even see
food. Essentially, animals and people are biologically "wired" so that a certain stimulus
will produce a specific response.
2. Behavioral or operant conditioning occurs when a response to a stimulus is reinforced.
Basically, operant conditioning is a simple feedback system: If a reward or reinforcement
follows the response to a stimulus, then the response becomes more probable in the
future. For example, leading behaviorist B.F. Skinner used reinforcement techniques to
teach pigeons to dance and bowl a ball in a mini-alley.

There have been many criticisms of behaviorism, including the following:
1. Behaviorism does not account for all kinds of learning, since it disregards the activities of
the mind.
2. Behaviorism does not explain some learning--such as the recognition of new language
patterns by young children--for which there is no reinforcement mechanism.
3. Research has shown that animals adapt their reinforced patterns to new information. For
instance, a rat can shift its behavior to respond to changes in the layout of a maze it had
previously mastered through reinforcements.

How Behaviorism Impacts Learning
This theory is relatively simple to understand because it relies only on observable behavior and
describes several universal laws of behavior. Its positive and negative reinforcement techniques
can be very effective when used by teachers, who reward or punish student behaviors.

Cognitivism (Brain-based Learning) is based on the structure and function of the brain. As
long as the brain is not prohibited from fulfilling its normal processes, learning will occur.

People often say that everyone can learn. Yet the reality is that everyone does learn. Every
person is born with a brain that functions as an immensely powerful processor. Traditional
schooling can inhibit learning by discouraging, ignoring, or punishing the brain's natural learning
processes.

The core principles of brain-based learning state that:
1. The brain is a parallel processor, meaning it can perform several activities at once, like
tasting and smelling.

16
2. Learning engages the whole physiology.
3. The search for meaning is innate.
4. The search for meaning comes through patterning.
5. Emotions are critical to patterning.
6. The brain processes wholes and parts simultaneously.
7. Learning involves both focused attention and peripheral perception.
8. Learning involves both conscious and unconscious processes.
9. We have two types of memory: spatial and rote.
10. We understand best when facts are embedded in natural, spatial memory.
11. Learning is enhanced by challenge and inhibited by threat.
12. Each brain is unique.

The three instructional techniques associated with brain-based learning are:
1. Orchestrate dimmersion--Creating learning environments that fully immerse students in
an educational experience
2. Relaxed alertness--Trying to eliminate fear in learners, while maintaining a highly
challenging environment
3. Active processing--Allowing the learner to consolidate and internalize information by
actively processing it

How Brain-Based Learning Impacts Training Development
Curriculum--Developers must design learning around student interests and make learning
contextual.
Instruction--Instructors let students learn in teams and use peripheral learning. Lessons are
structured around real problems, encouraging students to also learn in settings outside the
classroom.
Assessment--Since all students are learning, their assessment should allow them to
understand their own learning styles and preferences. This way, students monitor and
enhance their own learning process.

What Brain-Based Learning Suggests
How the brain works has a significant impact on what kinds of learning activities are most
effective. Training developers and instructors need to help students have appropriate experiences
and capitalize on those experiences.
Instructors must immerse learners in complex, interactive experiences that are both rich
and real. One excellent example is relating instruction with real life situations. Instructors
must take advantage of the brain's ability to parallel process.
Students must have a personally meaningful challenge. Such challenges stimulate a
student's mind to the desired state of alertness.
In order for a student to gain insight about a problem, there must be intensive analysis of
the different ways to approach it, and about learning in general. This is what's known as
the "active processing of experience."

A few other tenets of brain-based learning include:
Feedback is best when it comes from reality, rather than from an authority figure.
People learn best when solving realistic problems.

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The big picture can't be separated from the details.
Because every brain is different, trainers should allow students to customize their own
environments.
The best problem solvers are those that laugh!
Designers of educational tools must be artistic in their creation of brain-friendly environments.
Instructors need to realize that the best way to learn is not through lecture, but by participation in
realistic environments that let learners try new things safely.

Constructivism is a philosophy of learning founded on the premise that by reflecting on our
experiences, we construct our own understanding of the world we live in. Each of us generates
our own "rules" and "mental models," which we use to make sense of our experiences. Learning,
therefore, is simply the process of adjusting our mental models to accommodate new
experiences.

There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around
which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be understood in
the context of wholes. Therefore, the learning process focuses on primary concepts, not
isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers and regurgitate someone else's meaning. Since learning is
inherently interdisciplinary, the only valuable way to measure learning is to make the
assessment part of the learning process, ensuring it provides students with information on
the quality of their learning.

How Constructivism Impacts Learning
Curriculum--Constructivism calls for the elimination of a standardized curriculum. Instead, it
promotes using curricula customized to the students' prior knowledge. Also, it emphasizes
hands-on problem solving.
Instruction--Under the theory of constructivism, educators focus on making connections between
facts and fostering new understanding in students. Instructors tailor their teaching strategies to
student responses and encourage students to analyze, interpret, and predict information. Teachers
also rely heavily on open-ended questions and promote extensive dialogue among students.
Assessment--Constructivism calls for the elimination of grades and standardized testing. Instead,
assessment becomes part of the learning process so that students play a larger role in judging
their own progress.

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Learning Modalities

Learning modalities are the sensory channels or pathways through which individuals give,
receive, and store information. Perception, memory, and sensation comprise the concept of
modality. The modalities or senses include visual, auditory, tactile/kinesthetic, smell, and taste.
Researchers have concluded that in a classroom, the students would be approximately:

25-30% visual
25-30% auditory
15% tactile/kinesthetic
25-30% mixed modalities

Therefore, only 30% of the students will remember most of what is said in a classroom lecture
and another 30% will remember primarily what is seen.

Visual Learners
Those who learn by seeing. They need to see overheads, diagrams, and read text books, etc. to
understand a concept.

Auditory Learners
Those who must hear what they are learning to really understand it. They enjoy listening, but
cannot wait to have a chance to talk themselves. These students respond well to lecture and
discussion.

Tactile/kinesthetic Learners
Those that need to feel and touch to learn...these learners also learn better if movement is
involved. Instruction geared to the visual or auditory learners can be a hindrance to these
learners, causing them to fall behind. Students with a tactile strength learn with manipulatives
such as games, the internet, and labs.

An effective means to reach all learners is modality-based instruction; this consists of organizing
around the different modalities to accommodate the needs of all learners. Most students learn
with all their modalities, but some students may have unusual strengths and weaknesses in
particular modalities. For example, students strong in the visual modality will be frustrated or
confused with just verbal explanations.

The following chart describes each modality and can help you determine your learning style;
read the word in the left column and then answer the questions in the successive three columns to
see how you respond to each situation. Your answers may fall into all three columns, but one
column will likely contain the most answers. The dominant column indicates your primary
learning style.

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MODALITES.How do you Learn?
When you.. Visual Auditory Kinesthetic & Tactile
Spell Do you try to see the word?
Do you sound out the word
or use a phonetic approach?
Do you write the word down
to find if it feels right?
Talk
Do you sparingly but dislike
listening for too long? Do you
favor words such as see, picture,
and imagine?
Do you enjoy listening but
are impatient to talk? Do
you use words such as hear,
tune, and think?
Do you gesture and use
expressive movements? Do
you use words such as feel,
touch, and hold?
Concentrate
Do you become distracted by
untidiness or movement?
Do you become distracted
by sounds or noises?
Do you become distracted by
activity around you?
Meet someone
again
Do you forget names but
remember faces or remember
where you met?
Do you forget faces but
remember names or
remember what you talked
about?
Do you remember best what
you did together?
Contact people
on business
Do you prefer direct, face-to-
face, personal meetings?
Do you prefer the
telephone?
Do you talk with them while
walking or participating in an
activity?
Read
Do you like descriptive scenes
or pause to imagine the actions?
Do you enjoy dialog and
conversation or hear the
characters talk?
Do you prefer action stories
or are not a keen reader?
Do something
new at work
Do you like to see
demonstrations, diagrams,
slides, or posters?
Do you prefer verbal
instructions or talking about
it with someone else?
Do you prefer to jump right
in and try it?
Put something
together
Do you look at the directions
and the picture?

Do you ignore the directions
and figure it out as you go
along?
Need help with a
computer
application
Do you seek out pictures or
diagrams?
Do you call the help desk,
ask a neighbor, or growl at
the computer?
Do you keep trying to do it or
try it on another computer?

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Analyze
Design
Develop
Check quality and
verify content
Implement
Evaluate
Identify job duties
and tasks
Execute training
Produce materials
Decide content of
training
Modify training
Develop Blueprint
SYSTEMS APPROACH TO TRAINING

Resour c e Const r ai nt s Resour c e Const r ai nt s
Anal ysis Anal ysis
Design Design
Development Development
Implementation Implementation
E
V
A
L
U
A
T
I
O
N
SAT Phases

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SAT is the Armys training development process. It is a disciplined, logical approach to
making collective, individual, and self-development training decisions for the total Army. SAT
determines whether or not training is needed; what will be trained; who will receive the training;
how, how well, and where the training is presented; and the training support/resources required
to produce, distribute, implement, and evaluate those products. SAT involves all five training
related phases: analysis, design, development, implementation, and evaluation.

Training development is a vital component of TRADOCs mission to prepare the Army for
war. As such, it is the responsibility of every civilian and soldier in management and training-
related roles in the TRADOC headquarters, schools, field units, and supporting contractor
offices. Management, at all levels, needs to have a working knowledge of the process, and
ensure its efficient implementation. Doing so will save scarce resources: personnel, time,
process, and unnecessary product development dollars.

SAT PROCESS: The Armys Systems Approach to Training (SAT) process is a flexible,
efficient, and effective system engineering approach to developing education and training. It has
been successfully used to design hard skill (technical, procedural) and soft skill (leadership,
artistic, and management) training and education. Education/training provides the means to
improve soldier and unit performance. Identifying and incorporating improvements to the SAT
process and the management of that process is a continuous, on-going action.
a. The SAT model fully meets the need for training units and individuals (commanders
and staff) as well as for developing training using automated development and delivery tools. It
is restrictive where necessary yet provides the flexibility to use any method needed to provide
efficient and effective education and training. When properly applied and managed, the SAT
process provides exactly the types of information and data needed to develop education/training
for the digital units and initial brigade force teams and to assist in the sustainment of unit
readiness.
b. AR 350-1, Army Training and Leader Development, establishes the SAT as the
Armys education and training development process. Appendix B provides an executive
summary of this process.
c. The SAT process is delineated in TRADOC Regulation 350-70, Systems Approach to
Training Management, Processes, and Products. The model identifies and defines collective and
individual task(s) (with condition and standard) that the unit and Soldiers (including leader tasks)
must perform in order to accomplish their missions. These tasks form the foundation for Army
training/education. Resource requirements for implementing training are identified during the
design phase.
SAT DEVELOPMENT BACKGROUND:
a. Research and studies on ways and methods for improving training and education are
ongoing efforts in both the military and civilian communities. For example, in the 1960s, the
civilian community proved the value of learning objectives, which were implemented in DoD
service training. The Army Research Institute (ARI) and Navy have published a number of
reports and books on education and training and appropriate information has been adopted, e.g.,

22
results of team training research has been added to the 1999 version of TR 350-70, Systems
Approach to Training (SAT) Management, Process, and Products.
b. Florida State University (FSU) developed the ISD model (Inter-service Procedures
for Instructional Systems Development) through an Army contract in the mid-70s. The ISD
model was adopted by the DoD and implemented in all the services. In this model, training
development information is used in follow-on phases (training analysis, design, development,
implementation, and evaluation (quality assurance/quality control)) to ensure required, efficient,
and effective training/education is provided when and where needed. It uses spiral development
to speed up and improve the provided education/training.
c. In the early 80s, the Army modified the ISD model by including the identification of
unit missions and the identification of collective and individual tasks that support mission
accomplishment. This modification gave us collective to individual task linkages and the unit
training products, e.g., training strategies, drills, and exercises. The result was todays SAT
model.
d. In the 1991-1992 timeframe, TRADOC contracted to have an independent agent
determine the most efficient and effective process for the Army to develop training and to
produce a functional description (operational concept document) detailing that process. The
contractor determined that the SAT process was the most efficient process for the Army to use
and provided a detailed Automated Systems Approach to Training (ASAT) Functional
Description. This ASAT functional description (Operational Concept Description) was adopted
by the DOD led Automated-Training, Evaluation, Acquisition, and Management (A-TEAM)
team as the foundation for automating training development across the services.
e. In 1995, TRADOC Regulation 350-70 was first published. This regulation
consolidated 17 separate publications into one to eliminate confusion caused by duplicated,
conflicting, and outdated policy as well as to identify and implement process improvement. This
was a major undertaking involving workgroups and included input from all schools and affected
organizations.

TRAINING ANALYSIS PROCESS OVERVIEW

The analysis process provides information for the design and development of
education/training that, in turn, is used to produce units that can accomplish their missions, and
soldiers capable of performing their tasks and duties. Training analysis

Identifies valid training and nontraining solutions to unit and individual performance
deficiencies.
Determines what is trained in the form of critical, collective, and individual tasks, and
supporting skills and knowledge.
Provides an accurate description of identified critical tasksdata that is the basis for all
subsequent TD activities.
Provides a definitive performance standard that describes what constitutes successful unit
and individual performance of the task.
Establishes TD requirements.

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Training Developer Requirements

Analysis
Identify performance problems
Perform mission analysis
Perform collective task analysis
Perform job analysis
Perform individual task analysis
Conduct CTSSB
Write STRAP
Design
Write ITP
Write CAD
Write POI
Write objectives
Prepare environmental risk assessment
Conduct risk assessment
Design tests
Validate tests
Select training site(s)
Select methods and media of training
Sequence and structure the training
Development
Plan instructor training and certification
Develop training materials
Develop training that minimizes risk to the environment
Prepare input for new systems documents
Validate course materials and training products
Implementation
Monitor implementation
Provide or undergo instructor training & certification
Minimize impact of training on environment
Maximize safety and manage risk.
Evaluation
Perform internal evaluation
Perform external evaluation

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ANALYSIS
Ref: TRADOC Reg 350-70 Sec IV-0
TRADOC Pam 350-70-6

Analysis is one of the five phases in the TD (SAT) process. Analysis provides information
used to determine

If training is required.
Who (soldiers/units) needs training.
The critical tasks and supporting skills and knowledge soldiers are required to perform
for survival on the battlefield.
The identification of standards, conditions, performance measures, and other
specifications needed to perform each task.

Task:
Has identifiable start and stop points
Is observable
Is measurable
Is performed for its own sake

Example:
Right - Restore a RJ-524 radio
Wrong Understand battle tactics

Collective Task:
Requires more than one soldier to complete
Has identifiable start and end points
Results in a measurable, observable product or accomplishment

Example: Operate a M105 Howitzer

Individual Task:
Lowest behavioral level that is performed for its own sake
Supports a collective task or another individual task

Example: Load a M105 Howitzer

Analysis determines the nature and content of the training requirement, identifies the target
audience, and provides information to facilitate rational decisions concerning development of
training programs. Analysis involves observation, research, data/materials collection, weighing
variables, and making decisions.

A top-down analysis ensures the identification of unit missions, based on the unit TOE or
TDA, task force organization, and other considerations. Analysis should consider both stated
and implied missions, and collective tasks necessary for units to accomplish their missions.

Analysis is partly a linear process, but it is also an iterative, spiral processthat is:

25
It is applied prior to other phases of the SAT process, but the analysis is updated and
adjusted as the need is identified. Identify this need at any time. For example, an SME
may identify a changed procedure when designing the product, and the analysis is
updated.

Evaluation, as well as change, both drive analysis. For example, deficiencies noted
during an evaluation are indicators to review the analysis.

Quality analysis ensures the Army identifies what really needs training and ensures training
programs provide education and training that will produce

Soldiers capable of performing their tasks and duties.
Units that can successfully accomplish their mission

Analysis is part of an iterative process; therefore, you may return to the analysis phase many
times. Evaluation and change both drive analysis. For example, deficiencies noted during an
evaluation are indicators to relook the analysis. Changes in the way the Army does business,
through its doctrine, equipment, unit/occupational structure, or training technology, also may
signal the need for analysis.

Types of Analysis

There are five types of analyses conducted in the SAT, identified in TRADOC Reg 350-70.
This pamphlet focuses on these five types of analysis: needs analysis, mission analysis,
collective critical task analysis, job analysis, and individual critical task analysis.

1. Needs Analysis

Conduct needs analysis to identify valid TD and training requirements. Applying this process
identifies valid TD requirements and nontraining solutions to performance deficiencies. The
needs analysis process does NOT drive or ensure the procurement of required resources. A
needs analysis addresses soldier performance deficiencies and future capabilities that require
changes in the way the Army does business. This chapter provides how-to guidance on
performing needs analysis, to include needs analysis description, needs analysis requirements,
and identifying TD/training requirements.

Needs analysis is a vital process required for analyzing performance deficiencies. No TD
effort should begin without a needs analysis.

Triggering Circumstances - The needs analysis starts with the receipt of a triggering
circumstance (an actual or perceived performance deficiency.) The triggering circumstance may
originate from a wide variety of sources, such as:

-Evaluation findings -Field/Other inputs
-Directed training -Doctrine Changes
-Requirements -Training improvements/Determinations constraints

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Needs Analysis Process - The needs analysis process is a systematic method for determining
true TD/training requirements. It serves to control the creation of products, or elimination of
education/training, that is either not required, or distracts from training the units and soldiers
what is really needed. Needs analysis identifies performance shortfalls, and identifies training
and non training solutions to the shortfalls. The needs analysis enables identification of any gaps
between desired and actual performance. That is, the delta between what exists now and what is
required, or identifying capabilities required for meeting future contingencies that may result in
changes in the Doctrine, Organizations, Training, Materiel, Leadership and Education,
Personnel, and Facilities (DOTMLPF). This process includes:

Reviewing the literature.
Identifying the true performance deficiency(ies).
Identifying the major causes of performance problems.
Collecting supporting data for training deficiencies.
Identifying those responsible for correcting the problem.
Identifying and analyzing courses of action.
Recommending the best alternative.

The needs analysis process affects the entire education/TD process. The output of a needs
analysis could dictate the modification or the creation of a new product, or how the material is
presented. The figure below depicts this relationship to the SAT process. Only produce or
revise an education/training product that a valid needs analysis, or a short-range training strategy,
identifies as a TD requirement.

Before performing a needs analysis, obtain a thorough knowledge of all factors that impact on
the performance problem, or that the solution to the performance deficiency could affect.
Acquire and thoroughly study the existing literature and performance data, which should provide
the knowledge required to enable isolating the real problem(s) from the apparent or assumed
problem(s). Locate and obtain any additional copies of documentation that provides information
or data useful in the definition/clarification of the performance deficiency(ies). Collate the

27
information into a logical order or groupings before continuing the study. Review all appropriate
literature, including:

Operational concepts.
Capability issues.
Threat/doctrine.
Materiel acquisition.
TOE/TDA.
Lessons learned (including CALL data).
Regulations and how-to pamphlets.
Evaluation reports.
Command directives and documents.
Education/training products and materials.

2. Mission Analysis

Use the mission analysis process to identify all the specified, implied, and supporting missions
that a unit and its subordinate units, direct support units, and habitually attached units should
perform; and the collective tasks to perform to accomplish those missions. Conduct a mission
analysis on all proponent-type units. These are primarily TOE units, but may be conducted for
TDA units as well, to ensure mission accomplishment.

Mission Analysis Process - Revising a mission analysis is more likely than conducting one for a
new type unit. This approach is cheaper and faster to accomplish than conducting a new mission
analysis. It is the usual approach when there is a significant unit performance requirement
change or occurrences in

An operational concept and employment doctrine.
The mission, tasks, or capabilities of an existing unit.
Threat, weapon systems, other military hardware, or personnel requirements in an
existing unit that affect the performance of collective tasks.

The mission analysis team should follow the process below when conducting their work. The
level of detail will vary, depending on whether a new mission analysis is conducted or an
existing mission and/or critical collective task list is updated.

Identify unit for analysis.
Conduct detailed unit research.
Identify missions.
Identify collective tasks.
Assign collective task numbers to approved critical collective tasks.
Identify supporting individual tasks.

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3. Collective Task Analysis

Critical collective task analysis is the process used to provide the task performance detail
needed to develop efficient and effective unit training. A task analysis is conducted for each
critical collective task to identify all task performance specifications for that specific task. These
specifications are concerned with how the task is actually performed, under what conditions it is
performed, or how well the unit must perform it. Task analysis data for critical tasks serve as the
foundation for development of all subsequent collective training products. It provides the detail
to design and develop efficient and effective training. Task proponents should conduct a
collective task analysis for critical collective tasks only.

The collective task analysis process - The Army must provide the right training to a unit if they
are to win and survive on the battlefield. The first step in accomplishing this is the identification
of the critical collective tasks when conducting mission analysis. The second, and just as vital,
step is to decompose (analyze) each identified collective critical task and identify the details and
other factors that affect how that task is performed. Conduct a new, or update an existing,
collective task analysis before the production of collective training products:

Perform a new collective task analysis if there are new critical tasks identified or there is a
change in how a collective task is performed. This requirement is indicated by such factors as:

Publication of a new/updated collective critical task.
New/updated unit TOE/TDA.
New revised task reference material, for example, FMs, safety/environmental notices.
Evaluation feedback.
Any other sources of data.

Review and update mission analysis when needs analysis identifies a change in the tasks a unit
performs, resulting from such items as:

Unit feedback.
New/revised doctrine (for example, tactics, techniques, and procedures (TTP)).
New/improved systems/equipment operation procedures.
Lessons learned data from the CALL.

4. Job Analysis

Job analysis is the process used to identify all the individual critical tasks (including leader
tasks) jobholders perform to accomplish their missions and duties and survive. A job analysis is
conducted on all new and existing jobs in Army TOE and TDA positions.

Job Analysis Process - To ensure that the Army is providing the right education/training to the
soldiers, conduct a new or update an existing job analysis before the development of individual
education/training products.

29
Perform a new job analysis if there are major changes in the job structure or content of the
tasks performed as part of the job, indicated by:

New/updated mission and collective task analysis data.
New/updated contractor-produced analysis data/information.
A new job initiated by reorganization or consolidation.

Review and update job analysis when needs analysis identifies a change in the tasks performed
in a job resulting from:

Unit feedback.
New doctrine.
New/improved systems/equipment.

5. Individual Task Analysis

Use the critical individual task analysis process to provide the task performance detail needed
to develop efficient and effective individual training. An individual task analysis is conducted
for each critical individual task to identify all task performance specifications for that specific
task. These specifications are concerned with how the task is actually performed, under what
conditions it is performed, or how well the soldier should perform it. Task analysis data for
critical tasks serve as the foundation for development of all subsequent individual
education/training products. It provides the detail to design and develop efficient and effective
education/training.

The Individual Task Analysis Process - The Army must provide the right education/training to
soldiers if they are to win and survive on the battlefield. The first step in accomplishing this was
the identification of the critical individual tasks when conducting the job analysis. The second
and just as vital step is to decompose (analyze) each identified individual critical task and
identify the details and other factors that affect how that task is performed. Conduct a new, or
update an existing, individual task analysis before the production of individual education/training
products.

Perform a new individual task analysis if there is a new critical task identified or there is a
change in how an individual task is performed. This requirement is indicated by such factors as:

Publication of a new/updated individual critical task
New/updated Logistics Support Analysis Report
New/revised task reference material, for example, FMs, TMs, technical bulletins, and
safety and environmental notices.

30

Review and update job analysis when needs analysis identifies a change in the tasks performed
in a job resulting from such items as:

Unit feedback.
New/revised doctrine.
New/improved systems/equipment.

Task performance specifications relationships

Individual Task Action Statements (Ref: TR 350-70 Sec VI-2-3)

The Action statement
Describes a task that a soldier must be capable of performing in the field
Is performance oriented
Begins with a single action verb (TR 350-70 Appendix D)
Must be observable, measurable, and expressive behavior that is as concrete and overt as
possible

Example: Maintain an M16-Series Rifle

Individual Task Condition Statements (TR 350-70 Sec VI-2-4)

The individual task condition statement describes the field (on-the-job) conditions under which
the individual critical task is performed. It expands on information in the task title. Ensure it is
well written and fully understandable to the individuals performing the task. This is
accomplished by writing in the language of the performer.

The individual task condition statement:

Sets the stage for task performance.

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Identifies the boundaries for task performance.
Identifies all pertinent influences on task performance.

A condition statement has two parts--

(1) Cue - A word, situation, or other signal for action. An initiating cue is a signal for an
individual to begin performing an individual task or task performance step. An internal cue is
a signal to go from one element of a task to another. A terminating cue indicates individual
task completion.

(2)Descriptive data - Information that identifies

(a)When the individual task is performed.
(b)Why the individual task is performed.
(c) Where the individual task is performed.
(d) What resources (materials, personnel, and equipment) are required to perform the
individual task.

Example: Given an M16-series rifle, magazine, 5.56 mm ammunition, small-arms maintenance
equipment case, and lubricating instructions. You have the following cleaning materials:
swabs, pipe cleaner, cleaner lubricant preservative (CLP). You also have lubricating oil,
semifluid, weapons; lubricating oil, arctic weapons; and rifle bore cleaner.

Individual Task Standard Statements (TR 350-70 Sec VI-2-5)

The individual task standard defines the ultimate outcome criteria for performing the individual
task. It is the prescriptive measuring stick against which an individual's task performance is
measured. It describes the criteria to which the task must be performed, in the field, to
successfully accomplish the supported mission. The function of an individual task standard
statement is to describe how well, completely, and/or accurately the task must be performed
under the prescribed conditions. The individual task standard

Describes the minimum acceptable level of performance required of a soldier to ensure
successful completion of the individual task. The task standard is written in present tense and is
used to measure individual task performance.

Must be
-Objective -Valid
-Reliable -Usable
-Comprehensive -Discriminating

May include, but is not limited to
-Accuracy -Quantity
-Speed -Quality

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Examples:
Must score 80% or better... (Accuracy)
Block 10 of the form must have the following information...(Completeness)
No less than 40 words per minute... (Rate)
The initial adjustment must occur within one minute... (Timeliness)
The turret power switch must be off...(Sequence)

Example: The standard is met when the weapon is cleaned, inspected, and lubricated the rifle
and magazine so they functioned correctly. Cleaned and inspected the ammunition. Turned in
any unserviceable ammunition.

Identify individual task performance steps (TR 350-70 Sec VI-2-6)

An individual task performance step is a single, discrete operation, movement, or action that
comprises part of a task. It is your responsibility to identify and list all individual task
performance steps in performance sequence order. An individual performance step is a major
action an individual must accomplish, in order to perform an individual critical task to standard.
They

(1) Describe the action the task performer must take to perform the task in operational
conditions.
(2) Provide sufficient information for a task performer to perform the action. The accuracy
and completeness of your decomposition (analysis) of the task and performance steps
establish the content quality of the follow-on education/training.

The performance steps and supporting steps, as a whole entity, identify all the actions that an
individual must take to perform the task. This decomposition provides the detail needed to
design and develop the follow-on education/training. The task performance steps are written in
an outline format. The level of decomposition depends upon the complexity of the performance
step.

The following guidelines and tips are for writing task performance steps. Remember the
soldier, the task performer, must understand precisely what to do. When writing performance
steps

Start them with a verb. Use present tense, and write as if you are personally telling the soldier
what to do.

Write each step in language appropriate for the task performer.

Sequence steps in a logical, sensible order.

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Identify the skills and knowledge required to perform each step

It is critical, detailed work to identify all of the skills and knowledge required to perform the
individual task step you are analyzing, since the task performer must possess these skills and
knowledge.

To accomplish this work, you must have a thorough knowledge of exactly what the terms
skill and knowledge represent. This is especially important since the term skill is used in
a number of different ways, with different meanings.

Skill: The ability to perform a job related activity, which contributes to the effective
performance of a task performance step. These are physical (psychomotor), mental (cognitive),
and affective domain skills. Examples:

Solder two pieces of copper wire together.
Clean the barrel of a rifle.
Select a defensive position.
Select a course of action.
Treat people equally.

Knowledge: Information, or fact, required to perform a skill or performance step. Examples:

Know the composition of solder.
Know what a clean rifle barrel looks like.
Know the factors that provide for a good defensive position.

Performance Steps

1. Clear the rifle.
a. Remove the magazine from the rifle if there is one present.
b. Cock the rifle.
c. Turn the selector to SAFE
d. Dock the bolt open
(1) Pull the charging handle rearward.
(2) Press the bottom of the bolt catch.
(3) Allow the bolt to move forward until it engages the bolt catch.
(4) Return the charging handle to the forward position.
(5) Ensure the selector is on SAFE.
e. Inspect the receiver and chamber to ensure they do not contain
ammunition
f. Allow the bolt to go forward by pressing the upper portion of the bolt
catch

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Establish individual task performance measures (TR 350-70 Sec VI-2-7)

Performance measures are used to determine if a soldier performed the individual critical task to
the established standard. Performance measures

Are actions (behaviors, products, and characteristics) objectively observed and measured
to determine if a task performer performed the task to the prescribed standard.
Are derived from the task performance steps during task analysis and may cover one step,
more than one step, or part of a step.
Start with a past tense verb.
Are measured as GO or NO GO. This is an absolute measure. The task performer
either
Performed or did not perform the action described in the performance measure.
Met or did not meet the performance measure criteria.
Serve as a checklist to determine if the soldier actually performed the task to the
established standard.
Include criteria for measuring the steps covered.
Support the individual task standard.

A performance measure has two parts

(1) An action that identifies what the individual was to do.
(2) The performance criteria that establish how well the step covered must be performed.

Performance Measures GO NO GO

1. Cleared the rifle. _____ _____
a. Removed the magazine from the rifle
if there is one present.
b. Cocked the rifle.
c. Turned the selector to SAFE
d. Docked the bolt open
e. Inspected the receiver and chamber to
ensure they do not contain ammunition
f. Allowed the bolt to go forward by pressing
the upper portion of the bolt catch

35

Assign a permanent individual task number (TR 350-70 Sec VI-2-8)

The critical individual task number positively identifies an individual task. Assign every
individual task a unique number following the individual task numbering guidance.

The standardized number format for all Army individual critical tasks includes enlisted,
warrant officer, commissioned officer, and DA civilian tasks.

Critical Task Site Selection Board (CTSSB) (USASC&FG Reg 350-7)

The collective task analysis process identifies all task performance specifications for a specific
critical collective task. The task performance specifications identified during this process serve
as the foundation for subsequently developed unit-training products. Collective task analysis is a
minimum essential requirement before development of unit training products. Collective task
analysis results in the identification of collective task performance specifications and task
summaries, as well as individual tasks performed as part of the collective task.

The approved critical tasks developed by a majority of the CTSSB members are the
culmination of the job analysis phase of training development. The training developer/analyst
presents job analysis data collected from surveys, interviews, and site visits to the board to
facilitate the establishment of individual critical tasks for the MOS, AOC, or FA being boarded.
The schools will retain the job survey data.

Job analysis is the process used to identify individual tasks (including leader tasks) that a job
incumbent must perform to successfully accomplish his/her mission and duties as well as survive
on the battlefield. Job analysis is the most critical phase of the systems approach to training
(SAT) process; it is a minimum essential requirement before the development of individual
training products. A new job analysis begins when needs analysis identifies a training
development requirement to create a new job or merge, divide, or consolidate jobs. A job
analysis revision begins when needs analysis resulting from unit feedback, new doctrine, new or
improved equipment, new systems, or lessons learned identify a change in tasks performed in a
job.

36
Individual task analysis is the process used to identify how the task is actually performed,
under what conditions it is performed on the job, and how well the individual must perform it. It
provides the detail to design and develop efficient and effective individual training. A new
individual task analysis starts on receipt of a new individual task or when there is a significant
change in how a task is performed. An individual task analysis revision begins when needs
analysis identifies that a training/training development requirement is the solution. A task
analysis of each individual task will identify all the performance specifications needed to
establish a training strategy and to design and develop follow-on training.

Purpose
Review the total task inventory
Job performance data
Recommend changes to the Critical Task List
Review and recommend Action, Conditions, and Standards associated with each
task
Determine training site
Regulation
USASC&FG Reg 350-7

Conditions for convening a board

Analysis performed on new equipment reveals that jobholders must now perform tasks
previously unknown.
The merger of MOSs/AOCs changes the job performance requirements of soldiers in the
field.
A major doctrinal change that causes a change in what the jobholder will do in the field.
A major shift in training philosophy affecting the training site location.
Changes in the collective mission may yield new individual tasks.
When a Logistical Support Analysis Report (LSAR) reflects a change in task support
during the Requirements Determination Process.
A new MOS or AOC is created as a result of fielding a new weapon system and/or a
change in doctrine.

Responsibilities:

The Commanding General or designated representative will approve all CTSSB actions and
results.

The DOT will:

Provide assistance upon request in the development of recommended tasks to ensure
compliance with TR 350-70.
Consolidate MOS/AOC CTSSB projections submitted by the 15
th
Regimental Signal
Brigade (RSB), Leader College for Information Technology, (LCIT), and the Regimental
Noncommissioned Officer Academy (RNCOA).
Coordinate with the 15
th
RSB, LCIT, and the RNCOA to assist in resolving any issues.

37
Provide collective task(s) to the training developer/analyst.
Provide a list of AOC/MOS approved, inactive and archived individual tasks to the
training developer/analyst.
Perform individual task management functions.
Serve as proponent for this regulation.

The Office Chief of Signal (OCOS) will:

Provide personnel profile for the MOS/AOC being boarded.
Provide assistance to the 15
th
RSB, LCIT, and the RNCOA in determining major
equipment and unit information that will best service the needs of the CTSSB.

The 15
th
RSB, LCIT, and the RNCOA (convening authority) will:

At the beginning of each fiscal year, project CTSSB requirements two years out and
provide DOT with a copy, including funding requirements to:

o Support analysis (preparing and mailing surveys, video teleconferencing (VTC),
personal interviews, use of automated survey generator (AUTOGEN) software
provided and analysis program software.)
o Bring subject matter experts (SMEs) from operational units to serve on the
CTSSB.

Coordinate with Personnel Command (US Army) (PERSCOM), National Guard Bureau
(NGB), USAR, and The Army School System (TASS) battalions to obtain SMEs to serve
on the board, based on schools input. This should be accomplished a minimum of six
months prior to scheduled board date.
Prepare a memorandum for DOTs signature to United States Forces Command
(FORSCOM) six months prior to the scheduled board date requesting SME support.
Consolidate budget documentation (to include cost of analysis and bringing SMEs from
operational units) and project funding for CTSSBs, preparing unfinanced requirements as
necessary.
Confirm CTSSB scheduled for current year; notify DOT of intent.
Coordinate with Directorate of Combat Developments (DCD) and identify TRADOC
System Manager (TSM) as needed.
Approve milestone schedule.
In coordination with OCOS, appoint board members.
Chair a committee of representatives from all local organizations participating in the
particular CTSSB with the mission to ensure milestones are met and all available
information is collected, properly analyzed, and included in preparing task summaries.
Prepare and forward TDY orders to selected individuals serving on the CTSSB from
units outside Fort Gordon, or coordinate with the Directorate of Resource Management
(DRM) to ensure fund cites are provided to units preparing their own orders.
Appoint Chairman of the CTSSB.
Ensure analysis of new tasks is conducted and draft task summaries are developed.

38
Ensure assembly and distribution of the read-ahead package contents.
Convene the CTSSB.
Staff the board report and submit to the Commanding General or designated
representative for approval.

Preparation for the Board

Board composition

Nonvoting members.
Chairman. Votes only to break ties.
Recorder.
Training Developer/Analyst.
Directorate of Training (DOT) Program Manager.
Office Chief of Signal (OCOS) representative.

Voting members.
All voting members of the CTSSB will be from operational units of each of the following
components as applicable: FORSCOM, US Army Reserve (USAR), and Army National
Guard (ARNG).
At least one ARNG member holding the specific MOS/AOC or specialty under review or
currently holds a capper MOS and formerly held the MOS under review prior to
promotion, if available.
At least one USAR member holding the specific MOS/AOC or specialty under review or
currently holds a capper MOS and formerly held the MOS under review prior to
promotion, if available.

Board member qualifications

SMEs.
Should be one skill level higher than the MOS/AOC/FA for which the tasks are being
recommended.
Representative of a good cross section of the job being analyzed.

Chairman
Civilians: GS-12 or higher with knowledge of the MOS/AOC being boarded.
Military: E-8 or higher for enlisted/noncommissioned officer (NCO) MOSs; 04 or higher
for Officers; WO2 or above for Warrant Officers.
Must have completed the SAT course.
Cannot be in the supervisory chain of any voting board member.

Recorder: Should be from the school holding the CTSSB.

Training Developer/Analyst: Should be from the school holding the CTSSB.

39
Preliminary actions - At least eight months prior to a scheduled board, the convening authority
(Commander, 15
th
RSB; Commandant, LCIT; or Commandant, RNCOA) will appoint the
Recorder and Training Developer/Analyst for the board. These individuals will perform the
following preliminary actions.

Develop a milestone schedule. Coordination with affected training elements is essential
in developing a workable schedule. Submit the milestone schedule to the convening
authority for approval.
Coordinate with OCOS to ensure that the overall board composition represents
distribution of the MOS/AOC/FA throughout the entire force.
Prepare a memorandum to PERSCOM requesting personnel support for the board, based
on the results of the above analysis. The memorandum will be prepared for DOTs
signature and must arrive at PERSCOM at least six months prior to the scheduled board
date. Attached to the memorandum should be an enclosure from OCOS that includes a
list of units that will best serve the needs of the CTSSB based on assignment-oriented
training (AOT) and other factors.
Review system training plans (STRAPs) and other new equipment documentation for
new tasks.
Review field manuals (FMs), technical manuals (TMs), and other doctrinal materials for
new tasks.
Review task summaries of all current tasks.
Review feedback in the form of course critiques, internal and external evaluations, and
comments received from field commanders concerning the effectiveness of current
training programs.
Review the individual training plan (ITP) for the MOS/AOC or specialty under review.
Coordinate with capper MOS.
Obtain a list of MOS/AOC unique tasks, shared tasks, and common tasks from the DOT
Task Manager.
Coordinate with DOT for preparing and distributing an MOS survey, which includes all
tasks on the current critical task list and those found during review of new equipment and
doctrinal materials. The survey will also include a question that asks the respondent to
submit additional tasks for consideration. Use of a web-based survey is highly
encouraged. The survey results should be available at least two months prior to the board
date in order to allow proper analysis. It is recommended that students from ROA and
RNCOA be used to complete surveys when possible.
Review survey results and prepare a complete proposed task inventory. As a minimum,
the inventory will contain proposed task titles for all tasks. Every effort will be made,
through coordination with SMEs, to develop task conditions and task performance
standards prior to preparing the read-ahead packet. Once all conditions and standards are
developed, task performance steps and performance measures will be developed.
Review results of collective analysis to identify individual tasks that may have been
noted during the collective board process.
Coordinate with the OCOS force structure on equipment density issues
Review new equipment training plans.

40
Research regulatory guidance, including TMs, manufacturers manuals, Army regulations
(ARs) to determine the how to of task performance.
Prepare a read-ahead packet for distribution to board members.
o The read-ahead packet will be sent to all board members at least 30 days prior to
the scheduled date of the board. If at all possible, transmission will be by email.
o In the event new board members are named after initial distribution of the packet,
the read-ahead packet will be sent to these new members as soon as possible.
o The read-ahead packet will also be posted on the University of Information
Technology (UIT) Resource Center web site.
The read ahead packet will include:
o Proposed new tasks with task summaries (conditions and standards minimum).
o Current task inventory.
o Current soldier training publication (STP), officer foundation standard (OFS),
MOS training plan or an extract (only when the manual is not available); or if
applicable, the uniform resource locator (URL) of the web site where the soldiers
manual/trainer guide (SM/TG) is located.
o Job duties from DA Pamphlet 611-21.
o USASC&FG Regulation 350-7.
o Training and Doctrine Command (Army) (TRADOC) standard verb list.
o Agenda for the CTSSB, to include location, dates, time, and a point of contact
(POC) with phone number.
o Survey data relating to percent performing, learning difficulty, and/or training
emphasis for the tasks under consideration and any analysis data acquired from
any other source.
Arrange for a facility in which to conduct the board. The facility must be available for
five consecutive working days. Prepare the facility for the board.
Coordinate for funding of TDY for personnel tasked by PERSCOM and for USAR and
ARNG representatives, as necessary. Ensure fund cite information is given to the
appropriate orders authority, or coordination is made between the local DRM and the
DRM at the distant site to transfer funds.
If necessary, prepare tasking memorandum to Fort Gordon Central Tasking Office for
local board members (OCOS, DOT, etc), in order to ensure proper tasking credit is given.
Prior coordination with the tasked agencies is encouraged.
Ensure adequate supplies are available to conduct the board.

Selecting a board Chairman - The responsibility for selecting the board Chairman rests with
the convening authority of the organization that is the proponent for the MOS or AOC being
reviewed. In order to minimize TDY costs, the Chairman should be selected from a unit on Fort
Gordon. Early selection will allow the Chairman to properly perform his/her duties.

Actions by the Chairman - Prior to convening the board, the Chairman will perform the
following tasks.
Schedule a meeting with the convening authority to receive any specific guidance
concerning the board.
Coordinate the preparation of a briefing that identifies and reviews the following subjects
for the board members.

41
o Ensure board members understand that during the conduct of the board their
primary duty is the board.
o Purpose of the board.
o Methodology for task development.
o Voting procedures.
o Purpose for completing Fort Gordon Form 6885 (Task Board Member Nonconcur
Form, 1 August 1995).
Review paragraphs VI-1 through VI-3 and Appendix D in TR 350-70 and USASC&FG
Regulation 350-7 prior to convening the CTSSB.
Coordinate with school training developer/analyst holding the CTSSB to obtain
documentation on the process used to develop proposed task inventory. This document
will be maintained as part of the record of proceedings of the CTSSB and will include:
o Analysis package documentation.
o New doctrine or equipment information.
o Field surveys.
o Supervisory guidance.

Actions by board members - Prior to convening the CTSSB, all board members will review
the read-ahead packet. The purpose of the review is to identify obsolete tasks, determine if there
are any other tasks that should be included, and determine if any existing tasks require revision.
Board members should understand that during the conduct of the board, their primary duty is the
board. Prior coordination will be made to cover their normal responsibilities during the board.

Conducting the Task Selection Board

The board Chairman will convene the task selection board. The task selection process will be
completed prior to selecting training sites. The following actions will take place prior to the task
selection process.

The convening authority, or a designated representative, will welcome the board and
provide general guidance for conducting the board.
The Chairman will address the board to provide general guidance on conducting CTSSBs
and the selection of tasks.
The OCOS representative will address the board to discuss any proponent actions that
may impact on the selection of tasks.

Task selection process

The following references will be used if available:
o Survey data
o Mission guidance
o Threat information
o Target population demographics
o Appropriate references
o All relevant collective task analysis that is available. Each board member should
ask the question, What collective task does this proposed task support? If no

42
collective task is identified, coordination should be made to develop a new
collective task or the task should be deleted. This will also aid in the automated
systems approach to training (ASAT) linking process (individual tasks to
collective).
o Task analysis.
The following should be accomplished during the selection of the critical tasks:
o Edit the task titles
o Edit the conditions statements
o Edit the standards statements
o Identify the performance measures (If time permits)
o Identify the performance steps (If time permits)
o Identify the skills and knowledge (If time permits)
The Chairman will read the title of the task under consideration.
As board members work through the list, they will make a professional judgment
concerning the value of each task. Experience of the board members will help ensure the
tasks selected are critical to job performance, and the tasks must be trained.
All tasks selected must be performed by jobholders at a given skill/specialty level. The
board will identify the performance level.
The Chairman facilitates and guides discussion toward the goal of reaching total
consensus. It may be necessary at some point for the Chairman to table the actions in
order to obtain new and/or additional information. The Recorder captures the essence of
the discussion for inclusion in the minutes.
The Chairman calls for a vote once he or she feels that further discussion will not affect
the vote.
If after voting any member still dissents from the majority position of the board, FG Form
6885 (Statement of Nonconcurrence) will be completed by that board member. FG Form
6885 will be turned in to the Recorder and becomes part of the official minutes. Both
voting and nonvoting members may submit nonconcurrence forms.
For tasks not selected as critical, a rationale for non-selection will be recorded in the
official minutes of the CTSSB.
Board members may propose additional tasks not on the proposed task inventory. These
tasks may be added to the list and selected as critical, provided a majority of the board
members concur.
To ensure that tasks selected are indeed tasks, consider the following questions as criteria
for selecting tasks.
o Is this task a single unit of work?
o Does it have an identifiable start and stop point?
o Is it directly observable or an otherwise measurable process?
o Will it result in a measurable, observable product accomplishment?
o Is it performed for its own sake? (Does not depend on other tasks.)

Daily activities - On each day of the board, the following actions will take place.

The Chairman will convene the session.
The Chairman will ensure a quorum is present for the board proceedings (at least four out
of six of the voting members).

43
The Chairman will function as the moderator, facilitator, and mediator.
The Recorder will distribute the minutes of the prior days activities for review and
comment by the members. Corrections will be noted. Once all corrections are made, the
daily minutes will become part of the official board report.
Discussion will commence at the point of the prior days adjournment.
The Recorder will capture the major discussion points of the board members as
accurately as possible. Record voting of the members and include the results of the
official minutes. Use of a tape Recorder is encouraged, but not required.
At an appropriate time, the board will adjourn for the day. Breaks and lunch are at the
discretion of the Chairman.
The Recorder will prepare the daily minutes for presentation the following morning.
Nonconcurrence forms will be enclosed with the daily minutes.

Concluding the task selection board - Once all tasks have been considered and voted on and
all nonconcurrence forms have been collected, the Chairman will ask for any final discussion on
the task list. Once all issues are resolved, the Chairman will adjourn the task selection board. If
time remains in the workday, he or she may immediately convene the training site selection
board.

Conducting the Training Site Selection Board

Upon conclusion of the task selection board, the training site selection process may begin. The
training site selection board will consist of the same members as the task selection board and will
be convened immediately following the adjournment of that board, unless adjournment occurs at
the end of a business day.

Training sites - TR 350-70 defines four distinct training sites.

Resident training. Training presented, managed, and controlled by an instructor,
facilitator, small group leader, or otherwise designated trainer in a formal school
environment.
Unit training. Training (individual, collective, and joint or combined) that takes place
outside the Army's institutional base.
Distance learning (DL). This is the delivery of standardized individual, collective, and
self-development training to soldiers and units at the right time and place through the
application of multiple means and technologies. DL may involve both synchronous and
asynchronous student instructor interaction. It may also involve self-paced instruction
without benefit of access to an instructor.
Self development. This is training that the soldier must get on his/her own. It may
include college courses, technical courses provided by commercial vendors, or training
from other sources, Army and non-Army.

44
Site selection considerations - Items to consider when making site selection decisions are:

Where/how can task be trained. Of the four training sites, which is most suitable for
training the task. Consider restrictions that may make training difficult in the various
environments.
Availability of equipment or simulators to the soldier, or in the unit, to be used for
training. Lack of equipment availability in all units may make resident training the only
reasonable choice.
Availability of extension training material (ETM) or the ability to produce this material.
If such material is widely available and effective, DL may be the best mode.
Percentage of soldiers performing the task. Is this task widely performed or required
only in special assignments? Tasks performed in only a few units are better suited to unit
training.
Time between training and utilization (learning decay rate). Does the ability to perform
the task decay rapidly if the task is not routinely performed? If so, then training is best
conducted as close in time to actual job performance as possible. Resident training may
not be the best option in this case.
Frequency of performance. Tasks that are frequently performed do not normally decay
rapidly. They may usually be taught in any environment. Tasks less frequently
performed are better taught where practice time is available, in order to reinforce the task
performance. Resident training may be the best choice for infrequently performed tasks.
Task complexity. How hard is the task to learn? More complex tasks are usually better
trained in a structured training environment, such as a school or unit.
Task similarity. If a task is similar to another task also on the list, it is probably best if
both tasks are taught in the same environment. This leads to training efficiencies.
Training supervision requirements. Are NCOs normally available at the training site to
conduct the training? If a member of a small team normally performs the task at a remote
location, the requisite NCO skills may not be available to conduct unit training. Consider
other sites.
The optimum instructional setting for a task is the setting that provides the most effective
and efficient training to those who require the training, at the point in time when the
training is most needed.

Site selection process - The site selection board will use the recommended list of critical tasks
from the task selection board procedures above.

The Chairman will present a briefing on the types of sites and the criteria for selecting
each site.
The Chairman will then announce each task, in turn, for discussion and voting. The
Chairman votes only to break ties.
As board members work through the list, they will make a professional judgment
concerning the best site for training each task. Selection of site will be based on all
available criteria, information, and experience of each board member.
The Chairman guides the discussion towards consensus. If significant questions cannot
be resolved, the task will be tabled pending further research. Tabled tasks will be

45
reintroduced after completion of the remaining tasks. The Recorder captures the essence
of the discussion for inclusion in the minutes.
The Chairman calls for a vote once he or she feels that further discussion will not affect
the vote.
If, after voting, any member still dissents from the majority position of the board, that
member will complete FG Form 6885 and turn it in to the Recorder for inclusion in the
minutes.

Concluding the training site selection board Once all tasks have been considered and voted
on and all nonconcurrence forms have been collected, the Chairman will ask for any final
discussion on the task list. Once all issues are resolved, the Chairman will adjourn the training
site selection board. If time remains in the workday, the board will begin the post board actions;
otherwise they will begin on the following day.

Post Board Actions

Upon conclusion of the formal portion of the board, several other actions must take place in
order to have the list approved.

Actions by the board members - Following final adjournment of the board, the members will
participate in the following post board actions.

Preparation of outbriefing. The Chairman will present a final outbriefing to the
convening authority or designated representative, summarizing the results of the board.
The outbriefing will include the number of tasks selected, and of those not selected. Any
specific guidance given in the initial briefing will be addressed. All board members other
than the Recorder will participate in the preparation of this briefing.
Preparation of the board report. The Recorder will prepare the minutes of the final days
activities, and provide copies to the members for review and comment. Once the final
days minutes are approved, the Recorder will prepare a final board report. The report
will be in the form of a memorandum from the Chairman to the convening authority. The
following items will be enclosed.
o The final recommended critical task list, to include skill level and training site
recommendations.
o The minutes from each days proceedings.
o All board member nonconcurrence forms.
o A signature page for all board members, indicating that they have read the report
and concur that it accurately reflects the board proceedings and recommendations.
The signature on this page does not mean that each member agrees with all
recommendations, only that the report is accurate.
Outbriefing - Once the briefing has been prepared and the board report has been
completed and signed, the board members will present a final outbriefing and report to
the convening authority or designated representative. All board members must be present
for this outbriefing in order to participate in any discussion generated by the briefing and
report.

46
Actions by the convening authority - Upon completion of the outbriefing, the convening
authority will release the board members to their units and begin staffing the board report.

Internal review. The convening authority may conduct an internal review of the board
report, utilizing any expertise from within his or her own organization. This review may
be done formally, using FG Form 1203, or informally, at the convening authoritys
discretion, but must be completed within two weeks of the outbriefing.
Staffing the results. The board report, along with any recommendations from the
convening authority will be staffed within the Signal Center using FG Form 1203.
Staffing will be concurrent in order to ensure prompt approval of the critical task list. As
a minimum, the following agencies will be included in the staffing but others may be
consulted, as the convening authority desires. The suspense for response should be at
least two weeks, but not more than four weeks. A failure to respond by the suspense date
will be considered a concurrence without comment.
o OCOS
o DOT
o DCD
o TSMs
o USAR Component Office
o ARNG Component Office
o Training elements responsible for any courses affected by the recommended list.
Submission for approval - Once the staffing is complete, the convening authority will
review all nonconcurrences and comments and prepare responses to each. Based on the
results of the staffing, the convening authority will formulate a final recommendation for
the critical task list. The recommendation will be forwarded on FG Form 1203 through
the DOT (for administrative review) to the Commanding General or designated
representative for approval.

Actions following approval - Once the Commanding General or designated representative
approves the critical task list, the following actions will be taken.

The complete critical task list will be submitted to the DOT for assignment of task
numbers to newly approved tasks. Once the tasks are identified as active in ASAT, they
will be linked to the appropriate collective tasks by the convening organization.
A list of previously approved tasks that were deleted will be sent to the DOT so that those
tasks may be marked as inactive in ASAT.
All new tasks will be entered into ASAT within six months of the conclusion of the
CTSSB; this will facilitate the updating of Course Administrative Data (CADs) and
Programs of Instructions (POIs), which have a six-month window for completion. STPs
will be updated within 12 months of CTSSB conclusion.
A complete copy of the approval will be forwarded to each board member.
The new list will be posted on the UIT Resource Center web site, so that is available to
all throughout the Army.
The new list will be sent to the training development sections responsible for any affected
courses so that training development for new tasks may begin.

47
If there are no equipment constraints, training of new or revised tasks should be
implemented immediately.

Systems Training Plan (STRAP) (TR 350-70 Appendix J)

A STRAP:
Documents the results of early training analyses and training design
Starts the planning process for courses, training products, and training support required
for the system
Sets milestones to ensure development of training and training support to permit testing
and fielding of a total system
Communicates training requirements and resource requirements

Soldier Training Publications (STPs) (TR 350-70 Sec VI-5)

STPs are Armywide Doctrinal and Training Literature Program (ADTLP) publications that
contain critical tasks and other training information used to train soldiers and serve to standardize
individual training for the whole Army; provide information and guidance in conducting
individual training in the unit; and aid the soldier, officer, noncommissioned officer (NCO), and
commander in training critical tasks. The consist of Soldiers Manuals (SM) and Soldier
Manual/Training Guides (SM/TGs).
STPs are a minimum essential requirement if identified as a requirement during needs analysis
or short-range individual training strategy development. STPs:
-Provide information and guidance in conducting individual training.
-Aid the trainer, trainee, and commander in training individual critical tasks.

48
DESIGN
Ref TRADOC Reg 350-70 Sec VI-6

This section provides training course design guidance for implementation once short-term
training design strategies have determined the need for a training course. It includes policy for
the design of training courses; lessons/lesson plans; correspondence subcourses; and
courses/lessons using Video TeleTraining (VTT), Interactive Multimedia Instruction ([IMI) (e.g.,
Computer-based Instruction [CBI]) and Training Aids, Devices, Simulators, and Simulations
[TADSS]. It covers media/method/site selection that helps ensure effective and cost-efficient
training courses.

Total Army Training System (TATS) Course Design Requirements (TR 350-70 Sec VI-6)

TRADOCs mission is to train the Total Army (i.e., Active Army (both military and civilian),
Army National Guard, and U.S. Army Reserve Forces) for the full continuum of military
operations. To meet this challenge, training at proponent schools and TASS Training Battalions
needs to ensure the training of all course critical tasks prepare the soldier to perform to task
performance standard. TATS Courses will help meet this challenge, and the goal is for all
courses to be considered for redesign as TATS courses and to eventually become TATS courses
if feasible. In addition to the above training course design requirements, this paragraph contains
guidance specific for TATS Course design and related issues.

A TATS Course is a single course designed to train the same MOS/AOC skill level, Skill
Qualification Identifier (SQI), additional skill identifier (ASI), Language Identifier Code (LIC),
and Skill Identifier (SI) within the Total Army. It also includes MOS qualification (MOSQ, i.e.,
reclassification), Army leadership, functional, professional development, and civilian courses.
The courses Total Army structure (phases, modules, tracks, lessons, tests) and media ensure
standardization by training all soldiers (regardless of component) on course critical tasks to task
performance standard. Course lengths, but not academic hours, may vary due to such differences
as Active Component (AC) and Reserve Component (RC) training day lengths.

Training Requirements Analysis System (TRAS) (TRADOC PAM 350-70-8)

The TRAS is a long and short-range planning and management process for the timely
development of peacetime and mobilization individual training. The TRAS integrates the TD
process with the Planning, Programming, Budgeting, and Execution System (PPBES) by
documenting training strategies, courses, and related resource requirements. The TRAS ties
together related acquisition systems for students, instructors, equipment and devices,
ammunition, dollars and facilities.

Proponents prepare TRAS documents for courses developed by TRADOC and conducted by
service schools, training centers, NCOA, RCTI, ROTC Cadet Command, troop schools and other
training activities. Additionally, proponents prepare TRAS documents for Interservice Training
Review Organization (ITRO) consolidated courses conducted at TRADOC schools and other
service locations as required.

49
The TRAS uses three types of documents--the Individual Training Plan (ITP), Course
Administrative Data (CAD), and Program of Instruction (POI).

Individual Training Plan

The ITP is the training strategy for an MOS. It is the individual long-range training strategy
report for an occupational specialty or separate training program and prescribes the cradle to
grave individual training requirements (resident and nonresident) for that specialty. It helps
ensure the SAT process is integrated with the sources of training needs, the PPBES, evolving
training initiatives, and related resource acquisition systems. The ITP is used to develop the
Course Administrative Data (CAD) for new or revised course versions.

The ITP is the justification for:
Initiating acquisition actions.
Submitting resource acquisition documents should reference the ITP in which the
resource requirements were identified and the process should be started as soon as the
requirements have been approved by the proponent and coordinated with HQ TRADOC.
Before submitting an ITP, the proponent must ensure the resource requirements
identified in the ITP are coordinated at the installation level so they can be entered
expeditiously into the appropriate resource acquisition systems.
Developing individual training products.

The ITP addresses all resident, non-resident, and distance learning course versions or training
programs directly supporting an occupational specialty, to include contractor-
developed/conducted course versions, ITRO consolidated and collocated course versions,
courses which award additional skill identifiers (ASI) or skill qualification identifiers (SQI),
functional courses which are aligned with a Military Occupational Specialty (MOS), Branch,
Area of Concentration (AOC), or functional area and professional development courses.

The ITP identifies:

Changes in doctrine, materiel, organization, leader development strategies and/or training
strategies/initiatives which impact on the specialty.
Distance Learning products that support, or will be developed to support, the specialty.
Changes planned for the training program, to include courses to be deleted, created or
revised.
Estimated dollar, ammunition, facility, and equipment/device requirements that are not
currently available to the installation (e.g., not on the Table of Distribution and
Allowances [TDA], not included in the Command Operating Budget [COB], not included
in the Training Ammunition Management System [TAMS] or new construction not
approved).

An ITP is prepared for each:

Enlisted MOS. For capper MOS(s) (an MOS beginning above skill level 1 and being fed
by lower skill level MOS(s) with a different number), a separate ITP may be submitted or

50
it may be included in the ITP of one of the feeder MOS(s). If the latter option is selected,
the courses associated with the capper MOS(s) will be referenced in the other feeder
MOS ITP, as appropriate, but without a course milestone schedule (CMS).
Commissioned officer AOC, branch or functional area. Normally, commissioned officer
ITP address all areas of concentration in a branch.
Warrant officer MOS. When used with a particular MOS (four character), some special
qualification identifiers (SQI) create a five-character MOS code (MOSC) which is
essentially a separate MOS. If the proponent for this identifier is different from that of
the four-character MOS, a separate ITP is required.
Separate training program that does not relate to a specific MOS, and area of
concentration or functional area.

Revisions

Changes to training strategies or courses usually generate a need for an ITP revision.
Scheduled reviews may trigger the need for a revised ITP. If a review indicates no revision is
needed, then no action is required.

Course Administrative Data

The CAD is prepared for each resident course version and is used to prepare the preface page
of a POI. The CAD provides critical planning information about a resident course version which
enables the recruiting, quota management, and personnel systems to take the actions needed to
have students and instructors on-station in sufficient time to meet Army requirements. The CAD
also establishes a basis for solicitation of individual training requirements (student input) through
the Total Army Centralized Individual Training Solicitation (TACITS) for new and revised
course versions for use during the Structured Manning Decision Review (SMDR) and the
development of the Army Program for Individual Training (ARPRINT).

The proponent is the approval authority for all TRAS documents and constitutes authority to
continue developing the training. Proponents must fully coordinate training start dates, optimum
class sizes, course lengths, instructor contact hours, equipment and ammunition requirements
with HQ TRADOC, ATTN: ATOM-P for each version of a course. A proponent's approval does
not obligate TRADOC to resource the program.

A CAD is revised when there are significant changes projected in training strategy and course
content or there are changes in CAD data fields and/or other course resource requirements
(except for temporary deviations as indicated in paragraph II-6(b)).

CADs are submitted at least 36 months before the beginning of the FY in which the new or
revised course version will be implemented. More than one CAD for the same course may be
submitted representing administration data for different versions of the course. This situation
commonly occurs with course revisions planned from year to year. When minor changes are
required which will not affect enlistment contracts and which can be accommodated within
existing resources, no CAD is required; instead, include such changes on the POI preface page
when the POI is prepared or revised.

51

Program of Instruction

The POI is a Total Army Training System (TATS) requirements document prepared for all
versions of courses developed by TRADOC and conducted by service schools, training centers,
NCOA, RCTI, ROTC Cadet Command, troop schools and other training activities. Additionally,
for ITRO collocated (Army unique) versions of courses conducted at other service locations and
ITRO consolidated versions of courses conducted at TRADOC schools.

The POI lists resources required to conduct training for a specific version of a course, critical
tasks and supporting skills and knowledge taught, including distance learning phases/modules of
a version of the course.

The POI provides a general description of course content, duration of instruction, and methods
of instruction and techniques for delivery for a particular version of a course.

The POI proponent is the approval authority for all TATS TRAS documents and constitutes
authority to continue the SAT process. Proponents must fully coordinate training start dates,
optimum class sizes, course lengths, instructor contact hours, equipment and ammunition
requirements with FORSCOM, OCAR, NGB and HQ TRADOC. A proponent's approval does
not obligate TRADOC to resource the program. A POI is revised when there are significant
changes projected in training strategy and course content or over 30% of the course lessons
require revision and/or resources are affected.

POIs are submitted at least 6 months prior to implementation of a new or revised version of a
course. Resource requirements not previously recognized by a timely CAD submission may not
be resourced for 2 to 3 years, due to the nature of the budget cycle. When minor changes are
required, which will not affect enlistment contracts, and which can be accommodated within
existing resources, include such changes on the POI preface page when the POI is prepared or
revised. For courses conducted by other services and for which the Army provides instructor or
training developer support, provide Director, TOMA one copy of that service's POI equivalent
document. Proponents will ensure that implementation is feasible for courses conducted at other
than the proponent's location(s). Proponents coordinate ITP, CAD, and POI documents with
those who conduct the training to enable them to acquire needed resources.

Write Learning Objectives (TR 350-70 Sec VI-6-6)

As discussed in the Analysis phase, soldiers perform Tasks in the field. Training developers and
instructors use Learning Objectives

Learning Objective (LO) - A LO is a statement describing student performance required to
demonstrate competency in the material being taught in a formal training environment. This
behavior must be performed under specific conditions to prescribed standard. LO components
may or may not be worded the same as task component statements (task title, condition, and
standard). LOs are written in terms of student performance, NOT instructor performance. LOs

52
focus training development on what needs to be trained and focus student learning on what needs
to be learned. They are performance oriented and ---
Are derived from task performance specifications.
Have three parts: Action, Condition, and Standard.

Terminal Learning Objective (TLO) - Describes exactly what the student must be capable of
performing under the stated conditions to the prescribed standard on lesson completion.

Is written for each lesson.
Occurs only one time per lesson regardless of presentation method, media, or technique.
Has only one verb.
May ---
o Be the same as the task it supports.
o Support a part of a task (i.e., a performance step, skill or knowledge).
o Support more than one task.

Enabling Learning Objective (ELO) - Supports student learning of the TLO.

Supports student learning of the TLO.
Is optional for lesson plans; is required for CBI lessons.
Describes exactly what the student must be capable of performing under the stated
conditions to the prescribed standard on completion of a part of the lesson.
Has only one verb.

Learning objectives consist of three parts: Action, Condition, and Standard.

The Action Statement --- (TR 350-70 Sec VI-6-6)

Describes exactly what the student must do after completing a specific part of the
training.
Is performance oriented.

Note: We should train as we fight. Training in the field and on equipment is the preferred
training method. When this is not possible, training should simulate actions required in task
performance.

Begins with a single action verb.
Should be observable, measurable, and expressive behavior that is as concrete and overt
as possible.

Note: See TRADOC Reg 350-70 Appendix D, Standard Verb List.

Example: Repair a Local Area Network (LAN)

53
The Condition Statement --- (TR 350-70 Sec VI-6-6)

Reflects training conditions and identifies anything that has pertinent influence upon
performance of the objective, including environment, equipment, manuals, assistance, or
required supervision.
Is written to training conditions, not actual wartime conditions.
Should relate to the action only.
Should approximate projected operational environments to the closest extent possible.

Note: The condition statement can be written in paragraph or bullet format.

Example: The student will be provided a malfunctioning LAN, LAN diagram, a Fluke DSP 4300
LAN analyzer, and a LAN toolkit.

The Standard Statement --- (TR 350-70 Sec VI-6-6)

May have multiple criteria. These can be written in paragraph or bullet format. The
statement must reflect standards that ---
Are observable and provide clear, measurable criteria for evaluating learning objective
performance, which will be influenced by the training conditions.
Describe the performance level students must achieve to satisfactorily complete the
training.
Minimize subjectivity during student evaluation.
Are written in the present tense.
Must be
o Objective Valid
o Reliable Usable
o Comprehensive Discriminating
May include, but is not limited to
o Accuracy Quantity
o Speed Quality

Example: The student will repair all network deficiencies within 60 minutes.

54

Contemporary Operating Environment (COE)

COE is a composite of the conditions, circumstances and influences that affect the employment
of military forces and bear on the decisions of the unit commander. The nucleus of the common
operational environment for training must be those critical factors that reside in all operational
environments and have the greatest impact on military forces. Studies conclude that the
variables that have the greatest impact on military operations are; the physical environment, the
nature and stability of the state, the sociological demographics, regional and global relationships,
existing military capabilities, information, technology, presence of external organizations,
national will, time and economics.

The Physical Environment: The physical environment has always been a key factor in military
operations. History has demonstrated that those forces able to obtain an advantage by using
various aspects of the physical environment have a much higher probability of defeating their
opponents, regardless of size and capability overmatch. Potential opponents clearly understand
that less complex and open environments favor the U.S. with its standoff technology, PGMs and
sophisticated ISR capability. For this reason, they will seek t use complex terrain and urban
environments in confrontations with U.S. Forces.

The Nature and Stability of the State: Understanding the nature of the state involved in the
conflict and its degree of stability is key in calculating the center of gravity, nature of the military
campaign, and true end state. A state that must commit significant resources to maintain internal
control represents less of a threat in conventional combat and more of a threat in stability and
support operations. The question then becomes: is the real strength of the state the military, the
police or the population?

The Sociological Demographics: The demographics and sociological aspects of the population
provide significant complexity to military operations. Since there is a high likelihood in the
future of failed states based on cultural, ethnic or opportunity issues, stopping the conflict,
should that be the mission, will involve a much broader set of leader and unit competencies than
are trained today. In addition, states with sophisticated military capability that are fractured as a
result of these types of issues are normally much more aggressive and willing to resort to
violence within their regions.

Regional and Global Relationships: Regional and global relationships of potential opponents
serve to define the scale of military operations. They also give indication of escalation or
limiting factors. In an unaligned world, these relationships are much more fluid and
unpredictable. Alliances within a region may add significantly to the military capability of an
opponent or globally broaden the area of operations (AO). This could occur in the middle of
deployment or after the force has been introduced into the area of responsibility (AOR).

Military Capabilities: Existing military capabilities are without a doubt the most critical
variable for military operations. Once fairly easy to define, this variable is rapidly becoming the
most complex of all. Hybridization, rapid technological advancement, and capability developed
as a result of asymmetrical concepts generate an environment of constant change.

55

Information: Sophisticated and unsophisticated opponents alike understand the value of
information operations. Some argue that it will be the decisive factor in future conflicts. Most
potential opponents feel this is the most productive avenue to take to offset U.S. conventional
battlefield capabilities.

Technology: Advanced technology serves to level the playing field either symmetrically or by
development of asymmetrical capabilities. The presence of sophisticated technology indicates
where opponents expect to achieve the greatest advantage of perceive the greatest threat. The
nature of the environment can change dramatically with the introduction of a new or advanced
system.

External organizations: Increased globalization of individual economies and the development
of world wide information systems are generating enhanced worldwide awareness. This has
resulted in the increase of United Nations, regional, non-governmental and private organizations.
In addition, these organizations are growing in influence and power as well as in willingness to
become involved in crisis situation. In the past, many of these organizations have become
actively involved in crisis areas and are having a growing impact on operations.

National Will: Clearly U.S. national will is viewed by most countries as its strategic center of
gravity. The degree to which a state can attack its opponents national will and still preserve its
own represents to a large measure its ability to achieve favorable conflict resolution. In todays
world of transparent military operations, this attack and defense of national will has tactical as
well as strategic implications.

Time: Time is always a critical factor. It drives the operation. In most cases, opponents view
time as being to their advantage. The longer the amount of time between crisis and response, the
greater the opportunity for games of brinkmanship and adjusting the nature of conflict. Time is
an operational factor and tool to manipulate tactical and strategic advantages.

Economics: Economic position represents a nations ability to rapidly purchase military
capabilities of to conduct sustained operations. It also gives indications of external relationships
that could result in political or military assistance. Criminal elements will be looking to make a
profit from the U.S. deployment through pilferage, contract manipulation and preying on local,
national employees in the service of the U.S. corrupt officials will interfere with base support
operations.

APPLYING THE VARIABLES

As has been shown, these variables relate to specific situations/scenarios as well as threat
capabilities. They are not relevant to every echelon of command but are relevant to every
military operation. While they do not dominate every environment, they are all present to a
greater or lesser degree and require mechanisms for controlling or metering their impact on the
operation. The training environment must therefore contain the most complex and difficult
aspects of each of these variables to stress the mechanisms of control and facilitate full spectrum
operations. All of the variables must be factors in every training environment all of the time.

56
The degree to which the variables would impact on the operation, however, will be adjusted so
that different variables move to the forefront at different times. In this fashion, different
variables would represent dominant characteristics of the environment in different training
events. This allows for a variety of environments within the same training construct. In
addition, it requires leaders to take a fresh look at each training event, it can be used to facilitate
training in adaptive force packaging and it presents a dynamic and full spectrum environment.

COE Analysis

Implementing (COE) in a technical track/course can be judgmental; it depends on the need of the
task being challenged.

- Look at the task: Schoolhouse VS field, think of what is your Operational Environment
- How can we integrate COE to accomplish COE Goals?

Perform Procedures for COE implementation

- Review Mission requirements
- Analyze Training history
- Study Training objectives
- Select applicable COE variables
- Weight and score each variable
- Prioritize COE variables IAW training need
- Build OPFOR IAW training objectives
- Evaluate decisions from every step of the process
- Document development process IAW unit SOP

Example #1

Example of an Infantry individual soldier task with and without COE in the Conditions and
Standards

Without COE

Task: Employ the M203 Grenade Launcher

Condition: In a field or garrison environment, given a zeroed m203 grenade launcher mounted on
a M16A1 or M16A2 rifle, enemy targets at engage able ranges, and sufficient ammunition.

Standard: Enemy targets are destroyed or disabled without causing injury or death to friendly
personnel.

With COE

Task: Employ the M203 Grenade Launcher

57
Condition: In a field or garrison environment, given a zeroed m203 grenade launcher mounted
on a M16A1 or M16A2 rifle, enemy targets at engage able ranges, and sufficient ammunition.
The Soldier has been provided guidance on the rules of engagement IROE) and/or rules of
interaction (ROI). Condition forces and noncombatants (such as refugees, media, NGOs
and/or contractor personnel) may be present in the operational area.

Standard: Enemy targets are destroyed or disabled without causing injury or death to friendly,
coalition, and noncombatant personnel.

Example #2

Section II. INTRODUCTION

Motivator

Terminal
Learning
Objective

Method of Instruction: Conference/Discussion
Instructor to Student Ratio is: 1:20
Time of Instruction: 5 Minutes
Media: Group-Paced Instruction
As a Signal Soldier who works with radios, one of the most important tasks you will
perform will be assembling and disassembling antennas. It is also the most
dangerous tasks that you will have to do. It is important that you do these tasks
properly because failure to do so can result in injury or death of another Soldier or
even yourself. Maintain vigilance with respect to the Contemporary Operating
environment (COE) to include such factors as Improvised Explosive Devices
and Mines which may be in your area of operations. Consider the Social,
Political and Religious practices of the people where you are operating are a
must.
Note: Inform the students of the following Terminal Learning Objective requirements.
At the Completion of this lesson, you [the student] will:
Action: Assemble and Disassemble Antenna Mast Assemblies AB-1339
and AB-1373.
Conditions: Given the AB-1339 Antenna; AB-1373 Antenna; all safety
equipment, and access to TM 5985-394-13, TM 11-5985-384-
12&P, Student Guide. Established awareness of
Contemporary Operating Environment factors such as
Improvised Explosive Device and Mines which may be in a
selected antenna field, and the Social, Political and Religious
practice of the people that live where you are deployed.
Standards: Met when teams can correctly assemble and disassemble the
AB-1339, and AB-1373 Antennas in accordance with the TMs,
and Student Guide, while maintaining COE awareness.

58
Risk Management (TR 350-70 Sec VI-6-8)

Risk management as it applies to training development is ---
The process used to identify task and training risks, set values on risk elements, compare
risks against training benefits, and eliminate unnecessary risks.
An expression of potential loss in terms of hazard severity, probability, risk level.
Tightly tied to force protection.
A useful tool to help make decisions about hazards causing the risks.

Five-step risk management process:

Identify hazards
o Identify all conceivable hazards prior to operation
o Identify all conceivable hazards associated with performing a task or learning
objective
Assess hazards
o Determine the impact of hazards on the training
o Determine the probability of a hazards
Develop controls and make a risk decision
o Eliminate hazards or reduce its risk
o As control measures are developed, re-evaluate until all risks are reduced to a
level where benefits outweigh potential costs
o Assign a risk assessment level to each lesson
Implement Controls
o Implement controls developed and established as a result of the previous steps
o Included in this step is leader action to reduce or eliminate hazards
Supervise and Evaluate
o Follow up during and after After-Action-Report (AAR)
o Re-evaluate the training or make adjustments as required

Risk Management, or Risk Assessment is broken into four categories:

Low
Moderate
High
Extremely High
Note: All lesson plans must be approved by the Fort Gordon Safety Office.

59

METHODS of INSTRUCTION
Ref 350-70 Appendix H
Note: TRADOC schools are not restricted to the methods of instruction listed in the following table. When a school identifies
another method of instruction, please provide TITLE, DESCRIPTION, and USES information to the HQ TRADOC ATTN:
ATTG-CD, for inclusion in this table.
METHOD DESCRIPTION USES INSTRUCTOR/
STUDENT
RATIO
REMARKS
ABBRE-
VIATION
Brainstorming Students are presented with a
problem and develop constrained
solutions.
Provides a means for students to
develop solutions to unpredictable
situations or problems.
Instructor/
facilitator control
driven
BR
Case Study The student is presented a
description of a situation and is
required to solve problems or
identify actions related to the
situation.
Provides an excellent means for a
student to solve problems either
individually or as a member of a
group.
Instructor/
facilitator control
driven
CS
Conference
(Discussion)
Student-centered instruction in which
the instructor leads a discussion of
the learning objective. Student
participation is elicited. The three
general types of discussion are as
follows:
Directed discussion ---
The instructor guides the
student discussion so the
facts, principles, concepts,
or procedures are clearly
articulated and applied.
Developmental discussion ---
The instructor guides the
discussion to pool student
knowledge and past
experience to improve the
performance of all
students.
Problem solving conference ---
The instructor uses the
conference to find an
acceptable answer or
solution to a problem. The
instructor defines the
problem and encourages
free and full student
participation.
Prepares students for ---
Follow-on training.
The application of theory
and procedures to specific
situations.
Stimulates interest and thinking.
Develops imaginative solutions to
problems.
Summarizes, clarifies, and reviews
the learning objective material.
1:25 maximum CO
Demonstration The instructor and/or support
personnel show and explain
operation or action to the students.
The student is expected to be able to
This method of instruction shows
how something is done. Some of its
more important uses are to ---
Equipment/ safety
driven
DM

60
perform the operation or action after
the demonstration.
Teach ---
Manipulative operations
and/or procedures, e.g.,
how something is done.
Equipment operations or
functions, e.g., how
something works.
Safety procedures.
Teamwork, e.g., how
people work together to
do something as a team.
Illustrate principles, e.g., why
something works.
Set workmanship standards.
Flight: dual or solo Used in aviator courses in
conjunction with other type of
instruction.
See "Practical Exercise" and "Test"
below.
Equipment/ safety
driven
DF/SF
Gaming Applies the concepts of a game, i.e.,
rules, turn taking, winning, and
losing to a learning situation. The
students "play" the game by
obtaining information, making
decisions, and taking actions
required to accomplish the game
objective. Games may be on a board,
but with current technology, they
will probably be played on a
computer.
The student may tend to "play" in
terms of winning and losing instead
of thinking in terms of learning
objectives.
Provides ---
A means for individuals to make
decisions, take actions, and see the
results of those actions to
accomplish the game objective
without killing people or destroying
materiel.
Immediate feedback for increased
learning.
A means for students to be exposed
to determine solutions to
unpredictable situations to increase
learning.
A means for motivating students.
Instructor/
facilitator control
driven
GA
Guest Speaker An individual, other than a member
of the normal Staff and Faculty,
presents information to support a
specific lesson to the class.
Note: Avoid having the speaker
present a "Lecture" instead of a
discussion-type lesson.
Experts provide information
directly supportive of the learning
objectives. The most important uses
of the guest speaker is to provide ---
Expertise not available within the
course staff.
Information based on extensive
experience.
Current information.
Motivation.
See discussion or
lecture methods.
GS

61
Lecture An individual verbally passes
information to attending students.
Student participation is minimal. It
has low training efficiency. It
violates all three of the self-paced
learning principles.
Note: Dissemination of information
in written format is usually more
efficient and effective.
Lecture is a means to tell students
information they need to know.
Some of its more important uses are
to ---
Disseminate information that is not
yet available in print.
Motivate, e.g., set the stage for a
demonstration, discussion, or
performance.
Orient.
1:audience LE
Panel Discussion A panel consisting of instructors,
guest speakers, or a combination
discuss material pertinent to the
lesson learning objective. The panel
presents information and responds to
student questions.
Provides a variety of views and
opinions concerning material or
problem for which there is no one
correct solution.
Instructor/
facilitator control
driven
PD
Practical exercise
(Performance)
Student is required to perform the
action required by the learning
objective under controlled conditions
to the established standard.
The most efficient way to learn to
do something is to actually do it.
This method of instruction is the
best way for a student to learn to
perform the required action to the
established standard. Examples:
operation and repair of equipment;
exercises (e.g., field training
exercises [FTX]); forms
completion. Also, see "CBI."
Safety/ equipment
driven
PE
Hardware oriented Performance is on actual equipment,
to include simulators and training
devices.
Used when the actual hardware is
available and the risk to individuals
and equipment is kept to an
acceptable level.
Non-hardware
oriented
Performance not involving actual
equipment, e.g., a paper-based
exercise.
Used when the hardware is not
required to perform the required
actions, e. g., "Plan Convoy
Operations."
Research/Study Students research/study material in
preparation for subsequent course
requirements. It is associated directly
to specific, identified lesson(s).
Research/study is conducted during
regular training hours.
Research/Study is used to provide
the students the opportunity to
locate, analyze, and determine
facts, procedures, and concepts on
their own.
Instructor control
driven
RS
Role playing Similar to the case study method.
The students act out the simulated
situation. The student may assume
the duties of a staff member in an
organization and perform the work of
that position.
Provides ---
Simulated experience in the
situation being acted out.
A means to assess decision making
in a specific role.
Provides opportunities for the
student to develop solutions to
unpredictable situations and
conditions.
Safety and
instructor/
facilitator control
driven
RP
Seminar A group, usually guided by an It is primarily used by a group Instructor/ SE

62
instructor, seeks solutions to
problems.
working on advanced studies or a
research project to ---
Provide general guidance to the
group.
Provide information on techniques
and approaches being explored.
Develop imaginative solutions to
problems under study.
facilitator control
driven
Student panel Students participate as members of a
panel. They discuss material directly
related to the lesson learning
objective.
Student panels are used to obtain ---
Full student participation in a
discussion.
A variety of student views,
especially on material directly
associated with subject matter
expertise. See "Peer Instruction."
Instructor/
facilitator control
driven
SP
Study assignment Assignments are provided to the
students that they must complete as
either independent or supervised
study. This is testable material.
Provides a means to ---
Capitalize on individual
differences, thereby improving
learning.
Provide enrichment material.
Reduce classroom time.
Instructor control
driven
SA
Test

Hardware oriented
Non-hardware
oriented
Student are evaluated on the
performance of the action required
by the learning objective.
Performance test is on actual
equipment, to include simulators and
training devices.
Performance not involving actual
equipment, e.g., a paper based
exercise.
Used to determine if the ---

Students can perform the objectives
to the established standards.
Instruction teaches what it is
supposed to train.
Safety/ equipment
driven
TE
Test Review After-action review of test with
students.
Increases learning. Safety and
instructor control
driven
TR

63

TECHNIQUES of DELIVERY
Ref 350-70 Appendix H
This following provides a general description and other information for each of the important techniques for delivering
instruction. These techniques are listed in two groups for clarification purposes: Instructional Strategies and Media.
Instructional Strategies
TECHNIQUE DESCRIPTION USES INSTRUCTOR/
STUDENT
RATIO
REMARKS
ABBRE-
VIATION
Group-paced
Instruction
The training of individuals in a
group that moves through the
training as a class (in lock-step).
Provides for easy management of
students.
See method of
instruction used.

Large Group
Instruction
A means of delivering training that
places much of the responsibility on
the instructor or facilitator for the
presentation and management
control of the training. The
instructor uses various methods of
instruction , e.g., discussions,
demonstrations, practical exercises.
The large group process provides a
means to manage the training
method easily. Students are moved
through the training as a group
with minimal attention to
individual training/assistance
requirements.
1:25 maximum for
effective
instruction.
Modified
downward by
method of
instruction used.
GP
Small Group
Instruction
(SGI)
A means of delivering training
which places the responsibility for
learning on the soldier through
participation in small groups led by
small group leaders (SGL) who
serve as role models throughout the
course. SGI uses small group
processes, methods, and techniques
to stimulate learning. The SGL is an
instructor who facilitates role
modeling, counseling, coaching,
learning, and team building in SGI.
The small group process is a
technique for learning in small
groups that capitalizes on (uses)
student experiences, requires
intensive student interaction, and
makes each student responsible for
his/her own learning. Cooperation
takes precedence over
competition. A faculty advisor is
required. SGI
provides ---
Individualized learning.
Team building.
Maximum exchange of ideas.
1:16 maximum.
Modified
downward by
method of
instruction used.
SG
Individualized,
Self-paced
Instruction
The individual completes lessons at
his/her own pace. This Instructional
Strategy is extremely effective
when properly managed. It is the
foundation for programmed
learning and individual CBI. When
used in a formal environment, it
frees up instructors to provide 1:1
instruction to individuals needing
assistance. This technique does not
reduce instructor requirements.
It is of immense value because it is
built on the following three
principles:
Information is presented
in small steps.
Learner is given
immediate feedback.
Learner learns at his/her
own pace.
To be most effective, management
controls are put on the time it takes
to complete the training and the
number of times the learner may
safety/ equipment
driven.
IP

64
take a test to prove mastery of the
objective.
Mentoring Involves a knowledgeable
individual who trains, tutors, and/or
guides a subordinate or individual,
e.g., a leader mentors subordinates.
Provides direct one-on-one
training and guidance to the
individual. Provides direct real
life, on-the-job experience with
that guidance, e.g., an
apprenticeship or OJT program.
Mentor control
driven.
ME
Peer Instruction Individuals learn from their peers in
a group (team, squad, etc.) when
working toward achieving common
learning objectives.
Students are trained by instructors;
then the trained students train other
students.
It is useful for team building if
properly controlled by the staff.
This technique leverages the
advantages of individual training,
peer pressure, and motivation to
achieve a team objective. Peer
training is most effective for
training job-related individual
critical tasks.
Facilitator control
driven.
PI
Programmed
Instruction
Information is structured to guide
the student through the material
(paper, CBI, simulation, etc.)
depending on the students response
to questions. It is a form of self-
paced instruction. Immediate
feedback is provided for student
responses.
Programmed instruction takes
advantage of how we learn. It
provides information in small bits,
provides immediate feedback, and
lets the individual progress at
his/her own pace.
Safety or
instructor control
driven.
PG
Media
TECHNIQUE DESCRIPTION USES INSTRUCTOR/
STUDENT
RATIO
REMARKS
ABBRE-
VIATION
Computer Based
Instruction (CBI)
CBI is a means for delivering
instruction; it is not a method of
instruction. It is essentially
individualized self-paced or group-
paced interactive instruction
combined with multimedia
presentations. Interactive
instruction is student/group
centered performance oriented
training that requires
students/groups to practice what
they learn, receive immediate
feedback, and take tests. The
priority for interaction is between
the student and the
equipment/subject matter. In CBI,
the computer courseware controls
the training content, delivery pace,
and learning sequence based on
trainee input. The courseware is
designed using a variety of
methods of instruction to lead the
student/group through the learning
process.
CBI is of value for presenting
learning material in any situation
that will maximize individual or
group learning by full use of
multiple learning methods. It
provides a means of practicing
activities without causing damage
to individuals or equipment. Each
member of the group may have a
different role to play. In CBI -
Information to be learned is
presented in small bits.
Learners are provided rapid
feedback.
Learners proceed at their own
pace within certain limits.
Material presentations take
advantage of media benefits.
Exercises/simulations can be
repeated many times
using/developing different
See method of
instruction used.
Instructor/
facilitator control
is often a major
factor if used in an
institution.
IC

65
solutions to problems, e.g., "what
if" drills.
Students can be exposed to
unpredictable situations to
maximize learning.
Correspondence Provides a relatively low-cost
means for providing a learning
opportunity that maximizes student
participation. Is usually text based
but not necessarily so. The two
basic arrangements for
correspondence study are as
follows:
Independent study ---
The individual student
works alone at a time
and place of his/her own
choosing. Lesson
material designed for
individual, self-paced
learning is provided by
the proponent school.
Group study ---
The students meet with a
group leader available to
facilitate the discussions
and guide learning
toward achieving the
learning objective. Tests
are usually taken by each
student independently.
Provides ---
Learning opportunities
to personnel who are
unable to attend
residence courses.
Prerequisite instruction
for attendance at a
resident or other type
distributed course.
"Electives" for students
in other fields of study.
Continuing education
opportunities.
Supplements on-the-job training.
CC
Field trip The students visit a place to
acquire information required to
support a specific learning
objective. The instructor/guide
may provide a discourse and/or
written material concerning the
site. Audio/video tapes may be
used at the site.
The primary uses of a field trip
are to motivate and to show the
relationship between provided
information and the reality of the
location.
Instructor/
facilitator control
driven.
FT
Simulation Any representation or imitation of
reality simulating part of a system,
the operation of a system, and the
environment in which a system
will operate are three common
types. There are virtual and
constructive simulations.
Replaces/Complements live
training.
Provides the means to safely
practice an action or activity
under any condition.
Can be used for individual
training (e.g., repair of
equipment, gunnery) or group
training (e.g., fighting a tank or
tank company).
Instructor/
facilitator/
observer control
and equipment
driven.
SI

66
May be used in a single computer
or distributed over a LAN/WAN
to multiple simultaneous users.
Simulator Substitutes for, by emulation, the
functions and environment of an
actual process, equipment, or
system. Any training device,
machine, or apparatus that
synthetically reproduces a desired
set of conditions. Used specifically
for training, it is a relatively
complete item or training
equipment, using
electronic/mechanical means to
reproduce conditions necessary for
an individual or a crew to practice
tasks/learning objectives. It
represents the operational
equipment physically and
functionally to varying degrees.
Note: A simulation allows for the
use of simulations to train/practice
tasks and supported missions.
Substitutes for real equipment,
thereby ---
Saving material and
maintenance costs.
Freeing real equipment
for operational use.
Increasing training
safety.
Note: Generally, the higher the
fidelity, the higher the transfer of
training.
May be used in conjunction with
simulations, e.g., a tank simulator
with operational simulations
presented to the trainees.
Instructor/
facilitator control
driven.
SO
Television A broadcast or networked
television program is a primary
technique to deliver the instruction.
See video teletraining.
Used to distribute training to a
number of students
simultaneously. Different
methods of instruction may be
used to present the material.
See method of
instruction used.
TV
Training Aid Provides a means for reducing the
training development/training costs
and improving efficiency. Training
Aids clarify information and
present it in a concise, efficient
manner during training, whereas
job aids actually replace training.
Enables trainers to conduct and
sustain task-based training in lieu
of using extensive printed
material or an expensive piece of
equipment.
May increase performance as on-
the-job training or job aids.
Ranges from quick reference
memory aids to battalion
simulation games.
Training aid and
instructor control
driven.
TA
Training Device Three-dimensional object and
associated computer software
developed, fabricated, or procured
specifically for improving the
learning process. Categorized as
either system or nonsystem
devices.
System device. Device designed
for use with a system, family of
systems, or item of equipment,
including subassemblies and
components. It may be stand-
alone, embedded, or appended.
Nonsystem device. Device
Provides the means to safely
practice an action or activity
under any condition.
Substitutes for real equipment,
thereby ---
Saving material and
maintenance costs.
Freeing real equipment
for operational use.
Increasing training
safety.
Training device
and instructor
control driven.
TD

67
designed to support general
military training and nonsystem-
specific training requirements.
Video tape/film A videotape/film is not a method
of instruction. It is used as the
primary means to deliver the
instruction. The tape/film is
introduced verbally or with text.
The students are informed as to
what they are to learn from the
tape/film.
Different methods of instruction
may be used to present the
material, e.g., demonstrations can
be used to present information.
Film/Video images can be
presented in CBI.
Use videotape/film to show action
that is too dangerous, cannot
normally be observed by the eye,
or cannot be readily observed.
They are specifically useful for
showing ---
Things or actions that are very
small or large.
Actions that occur too fast or
slow.
Things that are dangerous, such
as destroying a bridge.
See method of
instruction used.
FI
(Film)
TP
(Tape)
Video teletraining An interactive transmission vehicle
for training delivery. Two types of
VTT:
Broadcast VTT. TRADOC
broadcast VTT consists of two
networks:
TNET equipment and
communications are
contractor owned and
government operated.
SEN uplinks and studio
equipment are
government owned and
contractor operated;
downlinks are
government owned and
operated.
Used to simultaneously distribute
training to a number of students.
Different methods of instruction
may be used to present the
material.
Using VTT, proponents can ---
Increase class size and the span of
coverage, including OCONUS.
Reach students in remote
locations.
Reduce travel and per diem costs.
Provide critical, short-notice
training.
Originate training from any
network link.
Conduct joint, multiservice,
federal, and civilian courses.
Interlink with other DoD,
government, and private sector
training networks.
See method of
instruction used.
VT
Desktop VTT. This type of VTT
is the delivery of instruction by the
instructor/facilitator directly to
each student's desktop computer.
Allows instructor/facilitator-to-
student(s) and student-to-student
interaction via audio, video, chat
mode, and file sharing.
See method of
instruction used.
DT

68
Sequence and Structuring (TR 350-70 Sec VI-7-7)

The training structure organizes the training and lays out the training sections (phases, modules,
lessons, etc) graphically portrayed as follows:

Course: A complete series of instructional units (phases, modules and lessons) identified by a
common title or number. Ex: 101-25U30 Signal Support Systems Specialist (BNCOC)

Phase: A major part of a training course which may be trained at different locations. Phases are
required as a necessary break-up of a course version due to time, location, equipment and facility
constraints as well as facilitation in management of different techniques of instruction.
Ex: 101-25U30, Phase 2: Resident

Module: A grouping of lessons in an approved course of instruction; it could consist of a single
lesson, e.g. for distance learning. Synonymous with annex and sub-course. Ex: 101-25U30,
Phase 2, Module A Computer Technology

Lesson: The basic building block of all training. The level at which training is designed in
detail. The lesson is structured to facilitate learning. A lesson normally includes testing or
showing the soldier what to do and how to do it, an opportunity for the soldier to practice and
providing the soldiers feedback concerning their performance. A lesson may take the form of an
instructor presented lesson, a SGI-presented lesson, or a self-paced lesson, such as a
correspondence course or CBI lesson. Ex: 101-25U30, Phase 2, Module A, Lesson NET13B
Network Management and Security

69
Lesson Outline: (TR350-70 Sec VI-6-10)

Follow the procedures below when designing a lesson:

1. Acquire the task analysis data for the tasks and/or supporting skills and knowledge to be
trained in the lesson being designed.
2. Write one TLO per lesson
3. Sequence the TLOs to provide for sequential, progressive training.
4. Write (as needed) and sequence the ELOs.
5. a. Establish how student performance of the Los will be evaluated.
b. Write the criterion-referenced test items that
(1) Match the action, conditions, and standards of the terminal and supporting
enabling learning objectives.
(2) Ensure the student can accomplish the learning objectives under the stated
conditions to the established standard.
6. Write learning steps/activities
7. Determine and assign a risk assessment code to the lesson.
8. Incorporate safety notes and cautions and environmental factors and considerations at the
appropriate positions in the lesson.
9. Obtain appropriate command authority approval.

Lesson Plan Design: (TR 350-70 Appendix E)

Lesson plans are developed in the Automated Systems Approach to Training (ASAT) database in
the following format:

Section I Administrative Data
Section II Introduction
Section III Presentation
Section IV Summary
Section V Student Evaluation
Appendix A Viewgraph Masters
Appendix B Test(s) and Test Solution(s)
Appendix C Practical Exercises and Solutions
Appendix D Student Handouts

Learning Steps and Activities (TR 350-70 Sec VI-6-8)

Learning steps/activities are the actions the student must learn in order to perform the
supported objective to the established standard. They are scheduling events for scheduling
purposes and ---

Provide a structured means to focus student learning on a small part of what they need to
learn.
Are developed for each learning objective. Conversely, there should be no learning
step/activity in a lesson that does not directly support a LO.

70
Are normally written in student action terms, i.e., they begin with a verb.
Are sequenced to maximize learning.
Provide the basis for identifying the learning step/activity specifications.
Are included in the lesson outline.

The training developer identifies or establishes the specifications for each learning step/activity
in a lesson. These specifications are the foundation for the lesson plan, establishment of the
training schedule, compilation of the program of instruction, and resource acquisition. List the
learning step/activities in presentation order. Specifications: are as follows:

Method of instruction
Instructional media
Instructional time (in minutes)
Instructor/student ratio
Instructor and student-to-equipment ratio
Environmental considerations
Safety factors and hazards
Risk assessment code
Security requirements
Training resource requirements
References required
Student handout requirements

Examples of learning steps/activities:

Demonstrate an ability to perform the TLO.
Participate in the performance exercise AAR.
Remain afloat in a swimming pool for 1 hour with the use of a life jacket.
Load an M-16 rifle.

Instructor to Student Ratios - The instructor-to-student ratio is determined when designing
the training based on the technique(s) of delivery and method of instruction.

There are no established, standardized instructor/student ratios. This ratio is established
by the training designer based on a number of factors. These include but are not limited
to ---

o Number of students an instructor/facilitator can adequately manage. For example:
The maximum number of students a classroom instructor can manage for
conduct of a discussion lesson is 25 (1:25).
A cockpit checkout requires one instructor per student (1:1).
o Restrictions imposed by the equipment. For example:
Interior size of a tank.
Noise in a ship engine room.
o Safety factors. For example:

71
Training a SCUBA diver in a dive tank may require one instructor per 2
students (1:2).
Training a soldier to throw a live grenade requires one instructor per student
(1:1).
o Facility limitations. For example:
Capacity
Utilities
DO NOT ask for an instructor/student ratio less or greater than is required.
The instructor-to-student ratio is published in the POI and verified by the TMA.
Disagreement between the training proponent and TMA will be resolved upon proponent
rebuttal by HQ TRADOC, Director, Training Operations Management Directorate
(ATTN: ATOM-P), Fort Monroe VA, 23651.

Resource Identification - All resources required to conduct the training are identified when
designing that training. This normally occurs when creating the learning step/activity. There may
be additional resource requirements to support an entire course. Total training resource
requirements are compiled and included in appropriate training plans, POI, and TSP.

The output of this design step is a listing of all resource requirements, including ---
Instructors
Support personnel
Classrooms
Training areas
Ammunition
OPTEMPO
Printing and reproduction
Range, and other facilities
Equipment (weapons, audiovisual, radios, etc)
Equipment support (maintenance, transport, etc)

Course Management Plan (CMP) (TR 350-70 Appendix E) - The Course management plan lays
out the training strategy for the course to be taught. The course management plan is a document
that provides the course managers and the instructors the information required to manage and
conduct the course. It is required for exported training courses, phases, or modules.

The primary CMP development output is the complete Course Management Plan and
components.
Follow the Course Management Plan format provided in TRADOC Reg 350-70
Appendix E.
Course Management Plan development starts upon approval of the course design.
The CMP will contain information necessary for managing and conducting the course.
Format and component guidance is in Appendix E, Lesson Plan, TSPs, and CMP Formats
and Components.
The CMP Contains:

72
o * Course Structure
o * Course Map (Mandatory Training Sequence)
o * Training Sequence
o * Test Administration Guidance
o Course Manager Qualifications
o Course Manager Guidance
o Instructor Certification Requirements
o Instructor / Facilitator Guidance
o Student Guidance
o Required References
o Trainer Guidance

* mandatory items

Training Schedules

Master Training Schedule (MTS) - The master training schedule outlines the scheduling and
sequence the course is to be taught. The Training Developer will build the MTS based on the
lesson plans as they are linked to the Program of Instruction (POI).

Weekly Training Schedule (WTS) The weekly training schedule breaks the MTS into hourly
increments indicating what is being taught in each of the training hours.

TESTS

Design and Develop Tests (TR 350-70 Sec VI-7) (TRADOC Pam 350-70-5)

Tests are used for evaluating individual training in resident and extension training. Their purpose
is to--
Ensure students can accomplish or have learned what they were supposed to accomplish
or learn.
Ensure students are qualified prior to ---
o Commencement of training (ensure prerequisites are met).
o Progression to the next training level, phase, etc.
o Graduation from the training.
o Award of a Military Occupational Specialty (MOS), Additional Skill Identifier
(ASI), Area of Concentration (AOC), Language Identifier Code (LIC), etc.
Accurately assess student achievement against established, preset standards (criterion
referenced testing.)
Improve training by ---
o Validating the effectiveness of training.
o Identifying areas within training that needs improvement.
o Motivating, challenging, and encouraging students to learn.
Confirm or certify as appropriate that the student is competent in the job (can perform
tasks to established, preset standards).
Focus training where it is needed and save training time and resources by ---

73
o Providing a means to test-out of portions of or all of a course.
o Enabling unit training to concentrate on identified soldier performance
deficiency(ies).
o Enabling an individual to concentrate on personal performance deficiency(ies) for
self-development purposes.
Assist in determining training effectiveness.
Assist in determining if training teaches what it is supposed to teach.

Performance Measurement/Testing - is an integral part of the training program. To
effectively evaluate student performance and training effectiveness, tests ---

Will be used to ---
o Determine if training does what it is designed to do.
o Evaluate student performance.
o Assess individual competency.
Will be ---
o Designed, developed, and presented as an integral part of the training to optimize
learning and eliminate unnecessary training
o Written when designing the training to ensure measurement of the lesson objective
performance to the prescribed standard.
Can be administered using actual equipment, simulated hands-on equipment, or pencil
and paper (when the performance involves application of mental processes, e.g.,
calculation of an azimuth).

Key factors to keep in mind when designing and developing tests

All tests must: be valid a valid test will measure exactly what has been trained.
Someone must check the classroom instruction to certify and verify that those items
being tested are in fact the same items that are being trained. Note: Also cover
Predictive validity: test predicts who will perform well on a real task.
All tests must: be reliable tests and test items must be designed and administered in such a
manner as to provide consistent results over time. Note: Mention types of reliability:
general, inter-rater tests the same regardless of who evaluates.
All tests must: be relevant all of the test items must be directly related to the task steps,
skills, and knowledge associated with that particular training event.
All tests must: differentiate it is our job to separate the performer from the non-performer.
The test items that we prepare must clearly identify the student who has mastered the
training objective from the student who has not.
All tests must: be objective we must design our tests so that they are free from opinions
and other biases caused by wording, grammar and grading. Seldom is this done
intentionally, our greatest struggle is in making sure that we dont unintentionally do
these things. Note: Point out this affects inter-rater reliability.
All tests must: be comprehensive all tasks or TLOs that are taught must be tested and all
students performance must be evaluated. If at the end of the training we find that we
dont care if the student can perform or not, why are we wasting our valuable time with
the training in the first place.

74

Methods of Testing

Hands-on performance tests - Requires students to prove competency by using actual
equipment, materials, simulators/simulations, or training aids to perform the required learning
objective. Note: This is the preferred method of testing and will be used to the greatest degree
possible

Performance-based (written) tests - Used to assess the student's ability to apply facts,
principles, procedures, etc., required to perform the learning objective. Essay, short answer, and
multiple-choice questions (in order of preference and effectiveness of measurement) can be
question types for performance-based tests.

Types of Tests

The two major types/categories of tests are Criterion-Referenced and Norm-Referenced tests.

Criterion-referenced tests: Determine if students can perform to established, well-defined
training standards or criteria.

TRADOC and associated service schools must use criterion-referenced tests to determine student
competency and to determine if the training program or lesson trains individuals to standard. A
criterion-referenced test ---
Measures an individuals ability to successfully perform the action specified in the
Learning objective. The students performance is compared to the learning objective
standard.
Should establish whether the student has mastered the supporting skills and knowledge
required to perform the learning objective.
Determines if the proficiency level required for a student to continue successfully to the
next block of instruction has been met.
Is scored based upon absolute standards rather than upon relative standards, such as class
standings.
Provides student scores/grades as "GO" (pass)/"NO GO" (fail).
Will allow classification of individual students into two groups:
o Performers: Students who can (reasonably be expected to) do what they were
trained to do.
o Non-Performers: Students who cannot adequately do what they were trained to do.
Can be used as a diagnostic tool. It provides an instrument to determine the current or
entry level performance capability of a student. This can provide the start point for
follow-on training and allow for testing out of sections or entire course if the student can
demonstrate required performance.

There are four types of performance tests.

Process Test: A Process test is used when the task must be performed in a specific sequence,
i.e. Put on a Protective Mask To evaluate the task, you must have a checklist to evaluate the

75
step by step performance. Failure to perform a step, or to perform a step out of sequence would
result in a NO GO for the test.

Product Test: If the task is for the students to produce a Product, and the process of how they
process used or followed doesnt matter, then you need to develop a product test. To evaluate the
task, you must provide the student with a description of what the product must look like and they
must produce it, i.e. Camouflage a fighting position, vehicle or tents.

Process-Product Test: If the task or part of the task must be performed is a specific sequence
and the student must produce a product, then you have a combination of a process and product
test. To evaluate the task you must have a checklist to evaluate the proper sequence for the steps
and a description of what the final product must be, i.e. dress a wound, in which preparing the
wound for dressing must be performed in a specific sequence, and you must provide a
description of what the dressing must be.
Written Performance Test: If the task is to complete or review a form or document, then the
test is a written performance test. This is not the same as a performance-based written test. We
will talk about those in a minute. A written performance test evaluates the ability to perform a
pencil and paper skill such as filling out a form. This is different from a knowledge test that
evaluates the amount of information the student retains about a subject. To evaluate the task, you
need the completed form or document, i.e. Leave Form, Travel Voucher, NCOER, OER, etc.

Written tests are used to assess the students ability to apply facts, principles, procedures, etc.
that are required to perform the learning objective. It is very important that you remember that
performance based tests should only be used when the availability of equipment, safety, or other
severe constraints precludes performance testing. When we use the performance based written
testing modality, we usually see the essay, short answer and multiple-choice type of questions
being applied. But we also see written tests that contain true-false, matching, and fill-in types of
questions.

Students can be equally knowledgeable but differ on how well their knowledge is measured by a
test. The term for those who are good at test taking regardless of how well prepared is being
TEST WISE.

TRUE or FALSE Tests

Strengths: In most cases, the true-false test item is relatively straightforward and easy to
prepare, but this can be deceptive. Many true-false questions are prepared by lifting
sentences or paragraphs out of a textbook, followed by the question of true or false? If we
feel the need for a false question, then we lift a true statement out of the book, change the
premise of the statement to something negative and again ask true or false? The problem
with this approach is that many of the questions turn out to be very trivial points of
information, and the student, after making their best guess, looks around and says who
cares?

76
Weaknesses: The number one weakness of the true and false test is that in answering the
question, the students have a 50-50 chance of getting the answer correct, even if they dont
know the material. As such, the modality of testing is very poor for diagnosing the students
strengths and weaknesses. In addition, many students tend to believe that for the most part a
true-false question is usually designed by the test writer to be tricky. They may get it
wrong because they read too much into the question. When a test student is faced with a
true-false proposition which contains an absolute value word such as always, never, or every,
if they are unsure of the answer, they will consider the proposition to be false. The test wise
student applies the logic that since these words are absolute values, and with most things that
we face in life we can usually find an exception to the rule.

Matching Tests

Strengths: These types of questions are generally rather brief and uninvolved, and once
prepared and administered, are rather easy to grade. Like the true-false items it is possible to
cover a large content area while making efficient use of test space and time. In addition to
those, the matching test item can be used to test students association skills.

Weaknesses: Even though we can say that we are testing a students association skills, we are
still focusing on a students ability to recall short bits and pieces of information that are
highly factual in nature. When putting a matching exercise together, the designer is restricted
to a topic that has many similar items or options, and when poorly constructed, the student
can actually guess at the correct answer by applying general common knowledge and the
process of elimination.

Multiple choice guidelines:

Always use two sets of related items in a column format.
Always use five to ten items.
Always place your selection column in logical order.
Always use at least two valid distracters, never have the exact number of
items in column A to be matched against the same number in column B.
By doing so, students feel that they are being painted into a box. If you tell a
student that they must correctly match the four items in column A to the
four items in column B, and that they must correctly match 3 out of 4 in
order to pass, the student does not feel that you are being fair. In such a
situation, what are the odds of a student receiving a pass if they miss-match
one item. If they miss one, it is very likely that they will miss two because
they are matching a like number of items.

77

25
Ex ampl e Mat c hi ng
A B
1. Fuel pump pressure gage______ a. Adjusts fuel
pressure
2. Hose clamp______ b. Measures fuel flow
3. Flat tip screwdriver______ c. Regulates fuel flow
4. Mechanical fuel pump______ d. Secures
ventilation
line to fuel pump
e. Adjusts choke
adjustment screw
f. Tightens vent line

Looking at the example on this slide, we see that this matching test item does in fact have
two columns of information. We have two valid distracters, and the subject matter expert has
decided that our selection column is in fact in a logical order. All of this is well and good, but
we have neglected to account for the students ability to apply general everyday common
walking around knowledge in seeking a viable solution. This is how a test wise student will
approach this item:

Fuel pump pressure gage. What do we use gages for Looking at my possible answers I
see a response that reads measures fuel
flow. Well in fact, a gage is something that we use to measure things with, so I will match
#1 with b.
Hose clamp. What does a person do with a clamp? Looking at my possible answers I see a
response that reads secures ventilation line to fuel pump. Well in fact, a clamp is used to
secure two things together, so I will match #2 with d.
Flat tip screwdriver. What do we use a screwdriver for? Looking at my possible answers I
see a response that reads adjusts choke adjustment screw. Well what do you know, an
adjustment screw and a screwdriver, so I will match #3 with e.
Mechanical fuel pump. What do we use pumps for? The pump in my grandfathers well is
used to increase or decrease the amount of water being pumped out into the corn field on any
given day. So looking at my possible answers I see a response that reads regulates fuel
flow. Thats pretty much the same thing that grandpas well pump does, so I will match #4
with c.

So without even being trained as a wheeled vehicle mechanic, we have now applied common
everyday walking around general knowledge and weve managed to defeat this test item.

Short Answer

Strengths: As I said, the short answer testing modality allows us to reach out and touch some
of those higher order thinking skills that we talked about during our Blooms Taxonomy

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class. With the short answer, the student is being asked to construct something rather than to
just recognize items, and since you only have to think of a question and then define the
correct answer, the short answer question is a bit easier to construct than the multiple choice
where various plausible distracters must also be defined.

Weaknesses: Since the student is being asked to write something, the students choice of
writing style, poor spelling, grammar, and handwriting are all being evaluated, either
officially or unofficially. Additionally, the students tend to dislike this type of testing
modality, often citing the instructors pickiness when reading and deciding upon acceptable
answers to the questions.

Fill-in the Blank

With a fill-in type of question, you are really riding the edge of the short answer type of
questions coat tail. They are similar types of questions, however, when we use the fill-in we
tend to take a sentence or a paragraph, delete key words from it and then ask the student to
supply these words, and fill-in the blank. When we begin thinking about such a question, we
know in our minds what the answer is or should be, however we must be prepared for a
multitude of correct answers.

30
The classic novel The Adventures of Tom
Sawyer was written by an author known
as ________________.
A. Mark Twain
B. Samuel Clemens
C. Samuel Langhorne Clemens
D. Thomas J efferson Snodgrass

Take this rather simple question about the author of a favorite childhood novel. The question
asks who wrote The Adventures of Tom Sawyer? During the instruction, you may have
stated that Mark Twain was in fact the author of this novel. However, you had better be
prepared to accept:

(1) Mark Twain
(2) Samuel Clemens
(3) Samuel Langhorne Clemens
(4) Thomas Jefferson Snodgrass

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The middle response (Samuel Langhorne Clemens) was in fact his given name at birth.
However, he wrote under the name of Mark Twain and Samuel Clemens. In addition, to both
of those names, he also wrote three short stories under the pen name of Thomas Jefferson
Snodgrass. So even thought the response that you were after was in fact Mark Twain, all of
the above names are correct.

31
________ and ___________ are both
historically important military _____ that
played instrumental roles in the successful
settling of the west.
Leavenworth and Huachuca are both
historicall y important military forts that
played instrumental roles in the successful
Custer and Miles are both historically
important military generals that played
instrumental roles in the successful

Here is another one for you to try out. Your block of instruction dealt with the winning and
settling of the western United States. So when you begin to prepare a test for this block, you
decided to lift a complete sentence right out of the text, and erase a couple of the key words:
(1) __________ and __________ are both historically important military __________
that played instrumental roles in the successful settling of the U.S. west.
Given the lesson, Historically Important Forts, you believe that there are only three words
that will successfully fill-in the blanks.
(2) Huachuca and Leavenworth are both historically important military forts that played
instrumental roles in the successful settling of the U.S. west.

Unfortunately, there are actually many different answers that the student might come up with
to complete the sentence, and you must be prepared for all of them.

Custer and Miles are both historically important military generals that played
instrumental roles in the successful settling of the U.S. west.

Multiple Choice

Strengths: The multiple choice item has been described as the most versatile of all of the test
items, because if the question is properly prepared, it can be used to test multiple levels of
our cognitive domain, from the knowledge/recall level on up into the application level. In
addition, since the multiple choice test has been around for so long and so widely used, we
have managed to develop a rather mature and extensive feedback system (item analysis) that

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will assist us in determining if, in fact, our questions are doing anything for us and the
students.

Weaknesses: The multiple choice test items can be difficult and time consuming to construct
well. Well, being the key word in that sentence. Realistic distracters are often difficult to
develop, and choosing the correct response out of four possible answers instead of a 50/50
chance with true-false is better, but the bottom line still remains, was it a guess? Poorly
written multiple choice items allow the student to apply the process of elimination to derive
the correct answer, or even in some cases the answer to one question can actually be found in
the form of distracters from other test questions.

When you design your multiple choice questions, keep these items in mind, because these are
the things that the test wise student is looking for to mess up on.

(1) Develop your distracters very carefully, not to the point of tricking or misleading the
performers, but definitely making them attractive to the non-performers.
(2) Make sure that each answer alternative is about the same length or in balance with the
other choices. Test wise students know that we have a tendency to place extra or qualifying
words into the correct answer to better define it as being correct.
(3) The position of the correct answer should vary. Test wise students that just dont
know are out there looking for some type of a pattern that you may have inadvertently
established in your answer key.

The stem is the beginning part of a question that needs to be completed to answer the
question. If this isnt written carefully the entire question can be misleading or confusing so
it does not measure what the student knows.

An interrogative asks a question and usually ends with a question mark?

If using a scenario based question be sure it contains only what is needed to choice the
correct solution. Extraneous material can cause the question be misinterpreted.

The stem should lead to a problem or lack of information that completes the idea presented
by the question.

1. Spend an extra few minutes to develop some type of short scenario that could turn your
simple knowledge based multiple choice question into a performance based question that can
tap higher learning and comprehension skills.
2. Try to develop four answer alternatives for each question. This is not a hard and fast rule,
and as a matter of fact, if you only have one correct answer and two distracters or foils that
are plausible, dont make up some goofy throw away distracter just to meet the four response
recommendation.
3. Write your stem in a positive format. We tend to think in the positive and can have
difficulty translating something that we know to be positive into a negative response. If there
is some compelling reason to use a negative format, then make sure that you highlight,
bold, underline or in some way identify the negative aspect of the question.

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4. Proof read each answer choice. If there is a typo in one of the answer choices, the test-
wise student will discard that as a possible correct answer, knowing that many test writers
only proofread the question and the correct answer.

Make sure that there is only one justifiable, doctrinally correct response to the question. Your
time is much too valuable to have to defend what you have chosen as the correct answer if it
is not also true during the full moon or during leap years.

Do not use all of the above or none of the above. Lets look at why not.

There may in fact be an instance or an instructional point that you are trying to make where
all of the above would be a viable response. However, in most cases, I would ask that you
avoid this option for the following two reasons.

When a test wise student is reading down through the answer responses, and recognizes one
of the responses as an incorrect answer (a distracter), then they immediately know that all of
the above is incorrect. So if nothing else they are now left with a 50/50 guess between the
other two answer options.

When a test wise student is reading down through the answer responses, and recognizes two
of the responses as being correct, then they immediately know that all of the above must be
the correct response to the question.

? ?
Who is best known for his
contribution to micro electronics?
a. Oprah Winfrey
b. Michael J ordan
c. Tom Hanks
d. Robert Sveum

Checklist for Written Tests

1. After one reading of the question, everyone who meets the minimum requirement for
admission to the test will know exactly what he or she is expected to do?
2. The question matches the learning objective?
3. The question clearly states the problem, and is worded as an interrogative rather than an
open ended statement?
4. The correct answer CAN NOT be discerned based upon verbal and or structural cues?
5. There is only one correct answer?
6. The answer to the question CAN NOT be found in another question?
7. Negatively worded questions have been avoided?

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8. Responses are nearly uniform in length?
9. The question contains four answer alternatives?
10. The question stem contains the central problem?
11. The alternatives all agree with the context of the central problem?
12. Alternatives are arranged in logical, numerical, or alphabetic order?
13. Alternatives DO NOT include all of the above or none of the above.
14. Functional and plausible distracters are used?
15. The question does not test trivia nor the meaning of an acronym?

Guidelines to writing good test items

1. Express the full problem in the stem
2. Put all relevant material in the stem
3. Address only one piece of information per question
4. Insure that only one response is considered best by experts in the field
5. Don't measure trivia
6. Write items that address higher order learning outcomes
7. Use only plausible and attractive alternatives as incorrect response choices
8. Avoid giving clues to the correct option
9. Keep the choices equal in length and parallel in structure
10. If dealing with opinion (as opposed to fact), cite the source
11. Avoid negative statements
12. Avoid interdependent items
13. Use as choices 'all of the above' and 'none of the above' sparingly
14. Avoid difficult words
15. Vary the position of the correct answer
16. Arrange response choices in meaningful order
17. Avoid patterns of responses
18. Arrange answer alternatives in a vertical list
19. Write challenging, but not trick questions
20. Minimize distractions

Norm-referenced tests: Compare a student's performance with the performance of other
students (or the norm).

Norm-referenced tests measure an individual's performance against the performance of other
individuals taking the same test. The norm-referenced test ---
Usually provides the student's grade/score as a percentage.
Does not establish if the student can perform a specific task or learning objective to the
established standard.
Norm-referenced testing ---
o Is useful for making relative decisions, such as who knows more or who works more
quickly.
o Will NOT be used to measure student performance in Army training.

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Note: TRADOC proponent schools must test students to determine if they can perform to
established standards. They must not test students simply to see how they compare to each
other.

Quality Control

To ensure a quality testing program, all involved individuals must ---
Ensure criterion-referenced test items ---
o Meet (match) the conditions of the terminal learning objective.
o Call for the same behavior as the terminal learning objective.
o Measure performance against the terminal learning objective standard.
o Contain a rating/scoring device that is applicable and appropriate to the behavior
being assessed.
Ensure the Student Evaluation Plan ---
o Details how the course proponent will determine if the student has demonstrated a
sufficient level of competency to pass the specified course or training.
o Establishes the training completion/graduation criteria/requirements.
o Delineates school/course counseling and retesting policy and procedures.
Apply test/test item analysis results.

Student Evaluation Plan (TR 350-70 VI-7) (Appendix I)

The Student Evaluation Plan
Establishes student responsibilities.
Establishes training graduation (pass/fail) criteria.
Details how the course proponent will determine if the student has demonstrated
a sufficient level of competency to pass the specified course or training.
Lays out the course testing strategy to evaluate the student on the training.

A Student Evaluation Plan ---
Must be developed for each training course. Informs students, instructors, and other
personnel of graduation requirements.
o A copy of the Student Evaluation Plan must be provided and explained to each Initial
Entry Training (IET) student at the beginning of each course.
o A copy of the Student Evaluation Plan must be explained to all other trainees at the
beginning of each course and posted for the students' reference.
Must reflect TRADOC testing policy.
Must be included in the TATS Course Training Support Package (TSP).

The general steps involved in writing the Student Evaluation Plan are as follows:
Establish policies and procedures which state student responsibilities.
Establish how the proponent school will determine if the student has demonstrated a
sufficient level of competency to pass the specified training course.
Detail how the student's performance will be evaluated.
Identify all course tests.
Establish weight points for each test.

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Establish course completion/graduation requirements.
o Establish "GO/NO GO" requirements for each performance test based on the tasks
standards that the training is based upon and the learning objectives for the training.
o Establish minimum passing score for each performance-based test using the learning
objective standards, the performer/non-performer discrimination (i.e., as determined
from test validation), and/or expert opinion analysis.
o Establish final grade requirements.
o Establish minimum course attendance requirements.
o Identify specific tests that must be satisfactorily completed to graduate.
Establish testing procedures:
o Delineate school/course policy for academic and/or non-academic probation.
o Delineate school course policy for academic and/or non-academic relief/recycle
policies.
o Include a flow chart to depict the relief/recycle process .
Define sustained poor performance (if applicable).
Include affiliation grade, college credit, or American Council on Education (ACE)
information (if applicable).
List specific lessons tested in each test/evaluation.
Delineate counseling policy.
Delineate remedial training policy.
Delineate reteaching/retesting policies and procedures.
Delineate pretesting (testing out) procedures. Note: Testing-out is built into CBI
programs.
Establish test-challenging procedures.
Identify other evaluation requirements, such as the Army Weight Control Program and
Physical Fitness Test, and define the impact of each on course completion/graduation.

Test Design and Development

Individual test design and development consists of:
o Designing and developing tests to meet Student Evaluation Plan requirements.
o Producing a test plan for each test.
o Constructing the test items.
o Validating the test items.
o Determining the "GO/NO GO" (pass/fail criteria) requirements (i.e., "passing" scores
for performance-based tests or the "GO/NO-GO" criteria for performance tests) for
each TLO/ELO.
o Writing the test control/administration instructions.
Test development begins immediately following learning objective development.
Test design and development is part of the course design phase of the training
development process. The following are the general steps involved in producing a test.
Note: The listing of the following steps does not necessarily imply a fixed sequence.
Some steps may be performed concurrently.
Review the terminal and enabling learning objectives (TLOs and ELOs).
Note: TLO/ELO development is accomplished during the design phase. See Chapter VI-
6, Training Course Design.

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After review of the learning objectives, determine whether performance or performance-
based items can/will be used to test each TLO/ELO selected for testing.
Determine if application, analysis, or problem-solving test items are required.
Note: Unless you are testing prerequisite skills/knowledge (normally these are ELOs not
TLOs), do NOT test at the recall or recognition level. Skills/performances should be
tested at the application level or above.
Determine the quantity, type, and weight of criterion-referenced test/test items that will
be used for each TLO/ELO: hands-on performance, written performance-based, or a
combination of the two.

Write a test plan for Performance tests by determining and documenting the:
Type of measurement to be used (product, process, or both).
Resources required (e.g., time, manpower, costs of alternatives, equipment, facilities,
environment).
Constraints (resources, safety, and environmental) and their impact.
Possible alternative performance conditions and which ones will be tested.
Number of successful repetitions of performance required to achieve a "GO" (if
necessary).
Level of fidelity possible considering the above.

Write a test plan for Performance-based tests by determining and documenting the:
Number of items needed to adequately evaluate each TLO/ELO selected for testing.

Establish the required level of test control.
Note: See "Test Control," section.

Write criterion-referenced test items that:
Match the action, conditions, and standards of the TLO and ELO taught.
Ensure the student can accomplish the learning objectives under the stated conditions to
the established standard.
Discriminate between performers and non-performers.
Measure actual on-the-job performance to the maximum extent possible; i.e., maximize
fidelity to actual performance.
Are highly interactive (for computer-based test items).
Collectively test each and every TLO.

Check each test item to ensure ---
Content validity.
Accuracy, i.e., keyed (correct) alternative is doctrinally/technically correct and other
alternatives/possible responses on a performance-based test are clearly incorrect.
Adherence to good item writing procedures.
Fairness (i.e., does not contain bias or confusion related to race, gender, or cultural
differences).

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Test Plan (TRADOC Reg 350-70 Sec VI-7-6)

The following is a sample test plan. Use this form when designing criterion-referenced,
performance based (written) tests to define the content of the test. This helps ensure that an
adequate quantity of test items are developed and administered to determine the competency of
the student to perform the learning objective(s) being tested. For performance-based (written)
tests, develop at least two versions of each test by determining the minimum number of items
needed to adequately test each TLO/ELO and then constructing at least twice that many items (to
provide sufficient items for the required two versions).

Lesson/TLO
Number
ELO number
(optional)
Learning
step/activity
Quantity of
Questions
Needed For
Coverage of
ELO per
Version
TOTAL
Quantity of
Questions
For step
Total
Quantity of
Items For
Two
Versions
0001 0001 A A-1 2 4 20
A-2 1 2
A-4 1 2
A-5 3 6
A-7 3 6
0001 B B-1 5 10 16
B-3 3 6
0002 0001 A A-2 3 6 18
A-4 2 4
A-5 2 4
A-6 2 4

Setting Passing Scores
In most military testing situations, the passing score for performance-based tests should be
set as high can be tolerated by the command considering resource constraints. This is because, in
most military situations we train only critical tasks, and the impact (i.e., possible mission failure
or even death) of incorrectly identifying a student as a performer (a "false positive" error) far
outweighs the impact (i.e., retraining/retesting and delay of human assets to units) of incorrectly
identifying a student as a non-performer (a "false negative" error). The passing score for
performance based tests are NOT usually set at 100% due to the possibility of poor test item
construction influencing a students response.

Automated Test/Test Item Development

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Automated test/test item development provides an improved capability for the development,
administration, control, and management of tests. It must provide the following
features/functions:
Direct linkage to learning objective.
Immediate scoring and context feedback to the student.
Automatic scoring, storage, and transmission of results.
High interactivity.
High fidelity.
Proper level of test control.

Test Control (USASC&FG Reg 350-22)

The commander/commandant will appoint in writing a Test Control Officer (TCO) and
Alternate Test Control Officer (ATCO) to manage sensitive testing material from receipt, to
return, or destruction. These individuals will be appointed and relieved in writing. Appointment
and Relief orders will be forwarded to the appropriate test development (TD) proponent (ATZH-
DTQ) and be posted on the outside door of the test control facility along with the test
administrator/handler and the unaccompanied access roster.

The TCO and ATCO must be a commissioned officer, warrant officer, or enlisted Soldier in
the pay grade of E-7 or above, a civilian [GS-5 or above] if a commissioned officer, warrant
officer, or senior noncommissioned officer (NCO) is not available.

The test administration process consists of reproducing test material, delivering test materials
IAW existing SOP, and securing test materials during reproduction, distribution, and
administration as necessary. Many tests, and their associated material, are digitized and placed
in training product repositories for control, access, and delivery. Use electronic storage and
delivery of tests and related test materials. Employee centralized storage, reproduction, and
distribution of nondigitized testing materials. Determining factors for reproduction include:

Administer the test to the learners IAW the test instructions. It is critical that test
administrators are fully aware of the proper control procedures and the contents of the test
administration instructions. The course administration documentation provides specific test
control procedures to use for each test.

All organizations will follow procedures for marking testing materials (i.e., unique serial
numbers). The serial number will contain the office symbol-test number with version-and
sequence number (i.e., ATZH-25CATB-VA-001) in indelible ink (hand written or stamped).

Control of Testing Material

This section provides guidance and procedures for the proper control of learner performance
measuring instruments (tests), test items, and related sensitive material, such as specific
scenarios and scoring keys.

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All training activities should ensure the procedures reduce test compromises, without
unnecessary administrative burden, delay, or cost to personnel, or other training/education
functions.

Handle security of classified tests IAW Army Regulation (AR) 380-5.
Maintain an inventory of ALL test material using DA Form 5159 (Inventory of Army
Personnel Test Material) and conduct inventories quarterly at a minimum. Additional
inventories may be necessary upon reproduction of exam booklets. Attach all
examination dispositions (sign in/sign out sheets, destruction, reproduction, transfer
documents, etc.) with the quarterly inventory. Maintain records for a one year.
Additional requirements:
o Upon receipt of test material, the TCO or ATCO will conduct a 100 percent
quality control check of all testing material to include examination booklets, to
ensure there are no missing pages and that all pages are legible.
o Conduct a 100 percent inventory if there is a suspected loss/compromise of
test material.
o To ensure proper accountability, unique serial numbers will be assigned to all
testing materials to include test booklets, answer keys, compact disks (CDs), and
floppy disks.
o Academic/course failures will be assigned a unique serial number, maintained,
and included in the inventory for 24 months.
Personnel handling or coming in contact with sensitive test materials are responsible for
their security.
o The learner is primarily responsible, logically and legally, for ensuring
inappropriate disclosure/acquisition does not occur. Learners must report/identify
all possible test material handling situations that might lead to inadvertent test
compromise.
o All personnel, who may intentionally or unintentionally come in contact with
sensitive test materials, are responsible for reducing the possibility of
unintentional disclosure of test items or materials (test compromise). In
particular, the staff and faculty of the test administering activity have a primary
role in implementing these procedures.
o All commanders, staffs, department/division heads, instructors, and other
personnel who might come in contact with sensitive test materials are responsible
for limiting test material access to those individuals with an absolute need to
know status. As with classified material, rank or position is not the primary
deciding factor in determining need to know.
o Commanders/commandants and training/TD (task) proponents are responsible
for implementing the appropriate level of test and test item control. This
requirement applies to all activities with sensitive test material under their control
that requires securing.
To accomplish the appropriate level of test and test item control required, administering
organizations will:
o Maintain security of all test items, tests, test administration instructions (if
necessary), checklists, scoring keys, and test results during TD, transmittal,

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storage, retrieval, and administration, consistent with the appropriate level of test
control, as determined by applying the guidelines in the following paragraphs.
o Store test components in locked rooms and containers when not in use or in
transit. Only authorized personnel will have access to these components. Proper
key control to these sensitive containers must be exercised as with other sensitive
keys.
o Store test booklets and answer keys in separate locked containers.
o Develop and specify in a lesson plan and test SOP the exact administration
procedures to follow during resident test administration, to ensure the proper level
of test control.
o Regardless of how final test/test items are ultimately administered, restrict
access to paper-based copies of proposed or final test items, scoring/answer keys,
or test results, to those personnel demonstrating a valid need for the information.
o Along with the information management specialists, you must develop and
specify procedures to ensure electronic copies of tests/test items and
scoring/answer keys are protected from unauthorized disclosure. These
procedures must include:
Restriction on access, reproduction, and distribution.
Password protection.
Required learner warnings/certification.
o The commander/commandant will immediately investigate suspected
compromises and take appropriate actions to reduce the impact of test/test item
compromises.
o Ensure the test is administered exactly IAW the test administration
instructions.
o Ensure test control procedures include a method to determine, with assurance,
the identity of the test taker.

Ensure the test proponent designates adequate procedures for test security when mailing
sensitive test material. If the following controls are not applied to the tests received, apply them
immediately and/or contact the TD/reproduction activity. The TD/reproduction activities will
apply the following controls:

Clearly identify (typed or hand written with indelible ink) each page of all sensitive test
material requiring control (that is, except for Type 1, IAW paragraph f above) with the
following: FOUO-Sensitive Examination (Testing) Materials, to clearly indicate
their nature. This includes all paper copies or portable disks/diskettes (floppies/.zip
files/). Note: For Official Use Only is not appropriate.
Ensure the first page of all controlled testing material, whether paper or electronic (when
displayed on the screen), includes the statement indicated in paragraph (1) above. An
exception to this will be answer sheets that have not been completed by the learner.
Paper versions of tests will include the warning on the cover sheet, each page, and the
back side of the last page.
Answer keys will also have the security marking as stated in paragraph (1) above and will
be on the front and back side.

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All electronic versions of sensitive test materials will include the warning in paragraph
(1) above, as well as the warning DO NOT COPY, PRINT, TRANSMIT, OR SAVE
UNLESS SPECIFICALLY AUTHORIZED, on any portable medium and on the first
page/screen when the file is opened.
Whenever sensitive material is transferred or destroyed, create and sign a memorandum
of record:
o Date of transfer/destruction.
o Method of transfer/destruction.
o To whom the material was transferred or who was responsible for the destruction.
o The exact material transferred/destroyed.
o Maintain transfer or disposition documentation with the inventories.
The following guidance is provided if test compromise is suspected:
o Investigate every incident of suspected unauthorized disclosure of sensitive test
material, and substantiate, refute, or leave unsubstantiated the compromise. If the
possible compromise is refuted, no further action is necessary.
o As the department/division head/commander or other designated authority
determines necessary, report the compromise/potential compromise to your chain
of command. If needed for assistance, also report the compromise/potential
compromise to the proponent school. The test proponent may advise on
appropriate procedures to mitigate the risk.
o The commander/designated authority ensures that a thorough investigation of the
compromise, possible compromise, or loss is made and that proper actions are
initiated to prevent recurrence of loss, or compromise of test materials.
Additionally, the appropriate authority should:
Decide the risk mitigation factors to use.
Maintain a record of the results of the investigation and actions taken, if
any.
If warranted, initiate investigation under the provisions of AR 15-6.
If the compromise is substantiated or not definitely refuted (that is, suspected but
unsubstantiated), a risk assessment is immediately performed (based on the level of control
required of the test) and any serious consequences from the loss mitigated. At the discretion
of the department/division head or other designated authority, the procedures for mitigation
should include one or more of the following:
o Withdrawal of the test from use.
o Retesting of one or more learners, using uncompromised/unsuspected versions.
o Requesting assistance from the proponent school.
o Taking no action, if compromise is unsubstantiated.

Test Reviews and Test Feedback
The purpose of a test review is to improve learner performance. An effective test review
provides constructive advice, direction, and guidance to raise performance levels. The test
review is also used to reinforce learning. As the instructor, take every opportunity to use the
review as a means of clarifying, emphasizing, or reinforcing instruction.

The intent of test reviews is to serve two purposes:

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1. Inform. Informational reviews serve to correct learner errors. Informational reviews
should always be motivating, but do not necessarily provide information. A pat on the
back or a word of encouragement may motivate a learner, but provides no information
about the errors in performance.
2. Motivate. Motivational reviews encourage learners to try harder.

A test review is mandatory after each test. Once the exam is completed, all testing material will
be turned into the test administrator. Then, the test administrator will turn in all testing material
to the test control manager and will return to the class with a test booklet, answer key, and the
learner test review sheets.

Conduct a test review on individual test items missed, even if all learners mastered all
objectives.
Give feedback to each learner on every item they missed (include every missed item and provide
feedback, either individually or in a group setting). The recommended procedure is to provide a
form to each learner, indicating only the questions that individual learner missed; then review
each question missed by any learner. This should include "working" through problems.

During the test review, it is also highly recommended to capture any learner(s) comments that
might indicate the need for test/instructional improvement. Involvement of a training/test
developer is recommended. At the end of the test review, the test administrator will collect all
test review sheets and turn them into the test control manager.

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DEVELOP
(TRADOC Reg 350-70 Sec VI-8)

Course development is the process used to convert the course design into the training products
and materials required to implement the course.

Develop Training Materials
The lesson outline is the basic building block of all training. It may be completed as a lesson
plan for formal institutional training or as a lesson in a correspondence course or distance
learning product.

A training course consists of:
Common/Shared Task TSP
Lessons (instructor-led or self-paced)
Tests
Student Handouts
Supporting products, including audiovisual media products

Develop Learning Steps
Learning steps will be used to logically develop your lessons. Learning steps provide the
developer a way of systematically documenting the actions and decisions a soldier would follow
when performing a task. The following example is a proper way of listing the learning steps.

1. Learning Step
a. Sub-Step
(1.) Sub-sub step
(a) Sub-sub-sub step

Develop TSP (TR 350-70 Sec VI-8-6)
The Army has traditionally defined TSPs as the materials and instructions needed to plan,
prepare, and execute training. A TSP for individual training is a complete, exportable package
integrating training products/materials necessary to train one or more critical individual tasks. Its
contents will vary depending on the training site and user. TSPs provide the training materials
needed by trainers to conduct effective, efficient, and standardized training for individuals,
leaders, and units.

Validate products (TRADOC Pam 350-70-10)
Validation is the process used to determine if new/revised courses and training
products/materials accomplish their intended purpose efficiently and effectively. It is the process
used to determine if training accomplishes its intended purpose. Validation and revising training
are continuous actions in the teaching/revising process of training improvement. Validation of
products and materials involves---

Verification of their training effectiveness in training the objective.
Determination of beneficial improvements in the quality of training products and
materials.

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Identification of training product deficiencies.
Improvement of efficiency, effectiveness, and utility of training objectives, structure,
sequence, products, and materials. In the "testing" context, it is the process of
determining the degree of validity of a measuring instrument (e.g., skill qualification,
end-of-module, and end-of-course comprehensive tests).

Note: Validation is of the training products themselves, not the training site.

Target Audience for validation are the following:
Soldiers or civilians with the prerequisites for the training
Non-performers of the training product objectives being validated
Total Army (Active and Reserve Component) receivers of the training/product

Group trials
The purpose of group trials is to statistically validate the terminal learning objective of a lesson
as being instructionally sound (based on statistical analysis), and identify problems with the flow
and content of the instruction, before investing in the expense of operational tryouts, and final
reproduction and distribution.

Group trial(s) is a process used to validate a lesson/lesson plans individual objectives, based
on observations and statistical analysis. The trial(s) allows the training developer to gather
information, by exposing a group of volunteers (a minimum of 10) from the target audience, or a
group of volunteers that possess the critical characteristics of the target audience, to the
instructional materials. In-depth interviews or surveys, conducted with each of the students, are
used to gather more information about the quality of the materials. Finally, the training
developer analyzes the students results and compares them to both the standard for the
objective(s), and the computed criticality standard to determine if the objective/lesson is valid.
Following validation, any materials that do not validate are revised, and the group trials process
restarted, until all of the materials validate. It generally takes three iterations to eliminate all the
problems.

Plan Instructor Training and Certification (TRADOC Reg 350-70 pg II-1-13)

Complete TRADOC approved instructor training course (TAITC)
SGI (For those assigned to facilities with small group instruction
Be a graduate of course to be conducted
Serve at least one iteration of course as assistant to certified instructor
Conduct course at least one iteration under observation of certified instructor

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IMPLEMENT

Monitor Implementation
One of the biggest oversights in training development is the developer not following through
with implementation. Monitor instructor performance for adherence to instructional techniques
and procedures received from the staff and faculty training to ensure standardization and
maintenance of quality instruction. This will be accomplished by observing and evaluating each
instructors performance at least once each 6 months, or more often as required for consistency
and quality control.

Once the development phase is complete you should:

Sit in on the lesson as it is taught
Teach the first lesson (if qualified)
Review validation results
Review tests results
Review student critiques
Review instructor comments and critiques

Manage instructor qualification program

Developing program procedures, to include the school staff & faculty instructor course
and any other course specific special preparation
Certifying instructor qualification
Providing instructor sustainment training
The Course Management Plan for each TATS Course includes qualification requirements
Maintain instructor records

Maximize Safety and Risk Assessment
The training development process fixes responsibility, institutionalizes operational safety, and
leads to decision making at the command level appropriate to the risk. Safe training provides ---
Fewer injuries and deaths.
Reduced lost time.
Lower costs (facility, training, and equipment repairs and replacement).

--Minimum essential requirement: Safety hazards, cautions, etc., are identified and integrated
in appropriate products.

During the implementation phase:
Ensure staff, faculty, and students adhere to intent of safety procedures and practice safe
training operations and training.
Ensure staff enforces student compliance with safety rules, regulations, and procedures.

Risk Management
Risk management as it applies to training development is ---

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The process used to identify task and training risks, set values on risk elements, compare
risks against training benefits, and eliminate unnecessary risks.
An expression of potential loss in terms of hazard severity, probability, risk level.
Tightly tied to force protection.
A useful tool to help make decisions about hazards causing the risks.

During implementation:
Ensure staff, faculty, and students adhere to intent of risk management.
At a minimum, perform a risk assessment before any non-classroom training or training.

Risk management is a five-step cyclic process as follows:

(1) Identify Hazards
(a) Identify all conceivable hazards prior to the operation.
(b) Identify all conceivable hazards associated with performing a task or learning
objective.

(2) Assess Hazards
(a) Determine the impact of hazards on the training.
(b) Determine the probability of a hazard causing a problem and the severity of the
consequences should such a problem occur.
Note: Output of this step is a risk assessment describing the impact of the combined
hazards.

(3) Develop Controls and Make a Risk Decision
(a) Develop control measures that eliminate the hazard or reduce its risk.
(b) As control measures are developed, re-evaluate until all risks are reduced to a level
where benefits outweigh potential costs.
(c) Make risk decisions at the level of command that corresponds to the degree of risk.
Command guidance establishes who makes which decisions.
(d) Assign a risk assessment level to each lesson.

(4) Implement the Controls
Note: These are the controls developed and established as a result of the previous steps.
Included in this step is leader action to reduce or eliminate hazards.

(5) Supervise and Evaluate
Follow up during and after the After-Action Review (AAR) to ensure that all went
according to plan, reevaluate the training or make adjustments as required to
accommodate unforeseen issues, and incorporate lessons learned.

Assign a risk assessment level to each lesson using the Risk Assessment Matrix,
extracted from FM 100-14, Risk Management. The training developer will complete the
"Probability of Occurrence" columns as appropriate.
Submit ratings for approval.

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***Risk management is never complete. It is a continuing cycle that requires everyone to be
constantly alert to training risks and take immediate action to reduce their severity or to eliminate
them.

For quality results from risk management, all personnel involved must ensure ---
All hazards associated with the training of the tasks and learning objectives are identified.
Risk assessment has been conducted on all lessons.
The appropriate risk assessment code has been assigned to all lessons.
Staff, faculty, and students adhere to intent of risk management.

Minimize Impact on Environment
Environmental protection involves training developers and trainers working aggressively to
minimize and avoid damage to training lands and environment caused by tough, realistic
training.

Note: The training community must meet its responsibility to preserve the areas in which we
train and operate.

Protecting the training environment provides ---
Reduced training costs.
Increased goodwill.
Increased availability of training areas and resources.

During the implementation phase, ensure ---
Staff and faculty are aware of and comply with local environmental training restrictions
and legal requirements.
Trainees are informed of and comply with environmental requirements.

Environmental protection is a continual process. Always be alert to ways to protect our
environment and reduce wastage.

Provide Instructor Training and Certification (TR 350-70 pg III-1-13) and (USASC&FG Reg 350-2)
Establish and maintain a program to identify training needs, ensuring that all training is
scheduled. Conduct follow-up action on the effectiveness of training received by assigned
personnel.

Ensure that all military and civilian personnel assigned to positions or duties that require
them to conduct instruction or supervise instructors are duly certified as having completed an
Instructor Training Course (ITC). Proof of ITC completion is the Fort Gordon (FG) Form 6500-
R-E (Instructor Training Course Student Rating) or Department of Defense (DD) Form 1556
(Request, Authorization, Agreement, Certification of Training and Reimbursement).

Maintain a file on each instructor to include:

FG Form 6500-R-E.
Instructor Basic Course (IBC) Certificate or Instructor Training Course (ITC) Certificate.

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Copy of orders assigning SI, 5K, or SQI8, or H designator, as appropriate.
Copy of the Instructors Proponent Certification document.
Systems Approach to Training (SAT) Certificate (when required).
Small Group Instructor (SGI) Certificate (when required).
Current supervisors class observation critique.

Provide for necessary training of personnel through timely scheduling, adequate pretraining
assistance, and the proper training material(s) required for selected training courses.

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Evaluation
(TRADOC Reg 350-70 Sec III-0)
(TRADOC Pam 350-70-4)

Quality training and training products result in soldiers who can perform and survive in the full
spectrum of operations. This requires timely training and training products that conform to
established standards and meet identified requirements, i.e., are efficient and effective. The SAT
is the management control system the Army uses to produce quality education/training, and
training products that meet the needs of the Army.

Evaluation is a systematic, continuous process to appraise the quality (efficiency, deficiency,
and effectiveness) of a program, process, or product. It may determine the worth of a training
program; determine if objectives have been met; and/or appraise the value of a new training
technique. It is the means by which an evaluator provides management (i.e., decisionmakers)
with information/recommendations so it can decide on actions to improve the education/training.
It also provides information/recommendations to prove the value/worth of the education training
(summative evaluation). Evaluations:
Identify both intended and unintended outcomes so decisionmakers can make necessary
adjustments in the instructional program.
Provide feedback used to modify the education/training program, as necessary.

Evaluate SAT Process - Evaluation of the SAT process is to ensure that training products and
materials are developed in compliance with TR 350-70 for analysis, design, development,
format, submission, and fielding. The Directorate of Evaluation and Standardization (DOES) is
responsible for ensuring the commander/ commandant that the SAT process was followed and
minimum essential requirements were accomplished in these six major functional areas:
SAT process
o Evaluation of the SAT process is to ensure that training products and materials
are developed in compliance with TR 350-70 for analysis, design,
development, format, submission, and fielding.
Individual Training and Education Process/Program
o Evaluation of the instructional process/program is critical to determine the
effectiveness of courses of instruction for which the school has proponency. It
is an independent determination of the quality of training and testing while
concentrating on the actual presentation of instruction-presented and self-
paced training, competency of instructors and examiners, relevance as well as
adherence of course content to the training objectives, management and
usability of DL training/training products, and training transfer.
Products
o Evaluation of individual, collective, and self-development training products
and literature for currency, usability, efficiency, effectiveness, doctrinal and
technical correctness, and compliance with current Army/TRADOC policy
and TRADOC Technical Media Standards.
o Verification that Training Requirement Analysis System (TRAS) documents
meet requirements.

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o Training courses/instructional materials are of high quality, correctly reflect
course design decisions, identify training objectives and performance
standards, and appropriately illustrate and describe the material to be taught.
o Validation of courses, training products, and materials. Validation differs from
evaluation in that validation is the process used by the training developer to
determine if a new/revised training product/material accomplishes its intended
purpose efficiently and effectively. The training proponent conducts
individual and/or group trials, collects and analyzes validation data, and
makes any necessary revisions to the training product/material.
Personnel
o Evaluation of personnel includes Instructor certification as well as Training
Developer and Evaluator qualification.
Training Institutions/Facilities
o Evaluation of DL will require assessment of DL classrooms and facilities to
verify they meet TRADOC Classroom XXI Master Plan and TADLP-MP
requirements to support DL. Also, TASS training institutions are evaluated in
order to be accredited.
Needs Assessment
o Needs assessment is a process of discovering weaknesses or potential
problems for training or job/mission performance. It can be a ---
An informal assessment of training and the identification of a potential
training or TD need to be confirmed by needs analysis.
A Formal process for the training impact analyses of
emerging/new/displaced systems done as a part of the TEA Program.
Unit Training
o Unit training evaluation is the process used to identify collective and
individual task performance and product deficiencies in unit training and to
obtain recommendations for improvement of training or the products that
support training. This evaluation involves both individual and unit training
and doctrine products (e.g., soldier training publications [STPs]; mission
training plans [MTPs]; drills; training support packages [TSPs]; training aids,
devices, simulators, and simulations [TADSS]; field manuals [FMs]; training
circulars [TCs]). Unit and training proponent evaluators determine the value,
technical accuracy, and efficiency and effectiveness of the training, training
programs, and products. The evaluators report deficiencies and
recommendations for improvement to the training proponent for conduct of a
needs analysis. In effect, the proponent performs an external evaluation to
identify deficiencies (and improvement recommendations) for subsequent
needs analysis to determine the need to improve, eliminate, or replace the
training or training products.

Types of evaluations. Evaluations are categorized into two types: internal and external.

Internal evaluation is used to improve the quality and effectiveness of the instructional system,
by providing sufficient, high-quality data to decisionmakers upon which they can make sound,
informed decisions about the training and education. During an internal evaluation, gather

100
internal feedback and management data from the education/training instructional system
environment. Periodic internal evaluations may identify weaknesses/problems, as well as
strengths, of the TD and instructional system. Internal evaluation is a deeper requirement than
checking instructor techniques and method of instruction. It is a check of the quality of the
content in regards to what is being taught, and what the students are assimilating. In an internal
evaluation, make a comparison between the course objectives and standards applied in the
training environment, and the objectives and standards specified in course development
documents. In addition, evaluate schools/centers control of the total training environment, and
promptness in moving graduates to units, to include proper application of the TD process.

Internal evaluation gathers internal feedback and management data from the education/training
instructional system environment to determine if--

The SAT process is being appropriately applied in the development of products or
programs.
The instructional base is providing the appropriate/intended training.
The objectives of the training have been met.
The instructional system is producing the required qualified graduates.
The staff and faculty receive the required training.
Instructors provide quality instruction.
Required infrastructure is in place to support training, whether resident or Distributed
Learning (DL).

External evaluation determines if soldiers can meet job performance requirements, need all the
instruction they received, or need any additional instruction they did not receive. This process
gathers data from the field to assess graduates on-the-job performance in a job environment, and
assess if the soldier can satisfy real-world job performance requirements. Evaluators must
realize that the responses to the surveys are opinions of supervisors/soldiers in a specific unit
configuration that may or may not relate to wartime or battlefield requirements, and may or may
not be in a peacetime environment. Likewise, it is important to compare what the field says is
being done with regard to a particular task, with what other documentation indicates should be
done to support a particular unit mission, and/or equipment configuration, or operations
capability.

External evaluation is the evaluation process that provides the means to determine if the
training received meets the needs of the operational Army. This evaluation ensures the system
continues to effectively and cost-efficiently produce graduates who meet established job
performance requirements. External evaluations are considered a quality improvement
operation, ensuring soldiers and training products continue to meet established job performance
requirements, as well as continually improve system quality.

External evaluations gather data from the field to assess soldiers on-the-job performance. A
misconception often made is that external evaluations are anything conducted outside of the
proponent schoolhouse. This is not true. External evaluations are conducted on soldiers and/or
supervisors after the individual has graduated from a course and is performing their job/duty in
the unit.

101

External evaluations assist in learning how well graduates meet job performance requirements.
When conducting external evaluations, look for both strengths and weaknesses of the training
system. External evaluations will help determine-
How well the graduates are meeting job performance requirements.
Whether training is being provided that is not needed.
Whether any needed training is not being provided.
Ways to improve the graduates performance as well as the training system.

Quality assurance is the function involving evaluative processes that assure the command that
training is efficient and effective, and meets the current, Stryker, and future training needs of the
operational force. The prime aim of QA is to furnish the chain of command with the confidence
that the TRADOC mission is being achieved, while minimizing risk of error or failure. It
provides an oversight function for increasing organizational effectiveness, efficiency, and
economy. The objective of QA is to:
Provide the Army with the maximum return on investment.
Ensure and maintain quality up-to-date products to fulfill the needs of the operational
Army.
Ensure quality training and training products are delivered in a timely manner, and
comply with Department of the Army (DA) and TRADOC policy.

Quality Assurance is achieved through decisions based on results of accreditation, internal and
external evaluation, and QC functions.

Quality control is an evaluative action or event, conducted to effect QA, that ensures all
education/TD and implementation procedures and processes, and/or education/training products,
met or exceeded prescribed standards. Every QC activity provides a degree of QA. The SAT
process provides a series of QC mechanisms/checks that are applied to the development of all
education/training products, procedures, and processes. These checks are formal or informal.

Accreditation is the TRADOC Commanders formal recognition given to a training institution,
which gives authority to conduct (or continue to conduct) education/training. It is the result of
an evaluative process that certifies an institutions training program, processes, personnel,
administration, operations, and logistical support (infrastructure) are adequate to support training
to course standards and that training institutions are adhering to TRADOC Command Training
Guidance and directives. Accreditation of all AC and RC training institutions are reevaluated
every 3 years. The Quality Assurance Office (QAO) will used a 24 standard checklist to ensure
units are developing and instructing courses to TRADOC standards. The 24 standard checklists
are broken into 3 areas: Conduct of Training, Training Support and Proponent Function (see
attachment in back of this document.)

Accreditation is a QA function that helps to assure the command that training and education
provided meet the competency needs of todays Army, and the objective force. Accreditation
assures:
Standardized training and training products are doctrinally correct, and set the correct
standards for the Army.

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Staffs, faculties, and observer/controllers are trained to standard, and provide quality
instruction.
Institutional infrastructure meets required standards.
Training program provides relevant, realistic training to meet opposing force
(OPFOR)/Contemporary Operational Environment (COE) requirements.
Training institutions are preparing to meet the training and education needs of the Stryker
and Future Forces.
Feedback to senior leaders regarding significant training issues.

Evaluator Training and Qualification
Evaluators are the eyes and ears of the command; they represent command authority whenever
they evaluate training inside or outside of the proponent school. Evaluators must be thoroughly
trained in every aspect of their evaluation responsibilities. Competent evaluators are just as
critical a link in the SAT as are trainers. Accordingly, Training/TD (Task) Proponents will
ensure their evaluators are a credit to the command in their bearing, competence,
professionalism, and commitment to excellence in training.

Evaluator training requirements are as follows:
Training Evaluator Course
Systems Approach to Training (SAT) Basic Course
Total Army Instructor Training Course (TAITC)
Small Group Instructor Training Course (SGITC) in addition to TAITC
Video Teletraining Instructor Training Course (VTTITC)
Test Writing
Appendix A
Training Regulations and Pamphlets

A-1

Regulations and Pamphlets

AR 350-1 Army Training and Leader Development
TRADOC Reg 350-6 - Enlisted Initial Entry Training (IET) Policies and Administration
TRADOC Reg 350-18 - The Army School System (TASS)
TRADOC Reg 350-70 - Systems Approach to Training Management, Processes, and Products

TRADOC Pamphlets

350-70-1 - Guide for Developing Collective Training Products
350-70-2 - Multimedia Courseware Development Guide
350-70-3 - Staff and Faculty (Under Development)
350-70-4 - Systems Approach to Training: Evaluation
350-70-5 - Systems Approach to Training: Testing
350-70-6 - Systems Approach to Training: Analysis
350-70-7 - Design and Development (Under Construction)
350-70-8 - Total Army School System (TASS) Training Requirements Analysis System
(TRAS)
350-70-9 - STP Development (Under Construction)
350-70-10 - Systems Approach to Training Course and Courseware Validation
350-70-11 - Training Development Management (UC)
350-70-12 - Distributed Learning - Managing Courseware Production and Implementation

Fort Gordon Regulations

USASC&FG Reg 350-2 Staff and Faculty Development Training
USASC&FG Reg 350-5 Academic Practices
USASC&FG Reg 350-6 Academic Training Schedules
USASC&FG Reg 350-7 Preparation for and Conduct of Critical Task and Site Selection
Boards
USASC&FG Reg 350-22 Test Control Policies and Procedures
Appendix B
B-1
INDIVIDUAL TRAINING PLAN
(ITP)

FOR MOS 25U,
SIGNAL SUPPORT SYSTEMS
SPECIALIST

HOME OF THE SIGNAL CORPS
FORT GORDON, GA 30905

113-25U10 BEVERLY FRIEND
101-25U10 DEAN, 15
th
SIGNAL BDE
101-25U30 APPROVAL DATE _________
101-25U40
Appendix B
B-2
TABLE OF CONTENTS

SECTION TITLE
PAGE
ITP Narrative
1. References 1

2. Training Requirement 2

3. Training Strategy 5

4. Training Deleted

5. Alternatives If Resources Not Provided

ITP Milestone Schedule (IMS)

Course Milestone Schedule (CMS)

Resource Estimate

1. Resource Narrative

2. Additional OMA Requirements Summary

3. Training Ammunition Requirements Summary

4. Training Equipment/TADSS Summary

5. Training MCA Project/OMA Minor Construction Requirements

Appendix B
B-3

ITP NARRATIVE
MOS 25U

1. REFERENCES.

a. STRAP for Army Airborne Command & Control System (A2C2S), version 3, 14 Nov 2003

b. STRAP for Integrated System Control (ISYSCON) V4, 15 Aug 2002

c. NETP CEC-88779, AN/TYQ-45V2 Computer System (ATCCS-CHS).

d. NETP CEC-94006, AN/TYQ-53 LCU (ATCCS-CHS).

e. STRAP for Family of Inline Network Encryptor (INE) 28 Nov 2001

f. STRAP for Joint Tactical Radio System (JTRS) 22 may 2000

g. STRAP for Secure En-route Communications Package Improved (SECOMP-I), 18 July 2001

h. STRAP for Defense Advanced GPS Receiver (DAGR), 17 July 2003.

i. NETP NYA, Standardized Integrated Command Post System (SICPS).

j. STRAP for Standardized Integrated Command Post System (SICPS), 23 Jan 2003

k. ORD, 10 Jun 99, Warfighter Information Network Tactical (WIN-T).

l. STRAP for Warfighter Information Network Tactical (WIN-T), 14 Aug 2002

Appendix B
B-4
ITP NARRATIVE
MOS 25U

2. TRAINING REQUIREMENT.

a. A training requirement exists for MOS 25U to train Soldiers to supervise, install,
troubleshoot, and maintain battlefield manual and automated signal support systems and terminal
equipment; perform computer systems administration and network management; teach and
provide technical assistance to non-signal personnel who operate signal systems in support of
unit's mission; and employ and operate dedicated retransmission systems in tactical situations.

b. The 25U10 Soldier is performing duties today that call for computer systems
administration and network management in tactical units. This will be necessary until 74B
Soldiers are trained and deployed to tactical units in digitized divisions.

c. New Systems.

(1) The Army Airborne Command and Control System (A2C2S) is an airborne tactical
command post fielded to aviation units at division, corps, and echelon above corps (EAC). It
provides on-the-move command and control (C2) capabilities that allow the commander and
battle staff to achieve near-real-time situational awareness utilizing a suite of Army Battle
Command System (ABCS)/Battlefield Automation Systems (BAS) and other Army C2 systems
for building and maintaining the Common Operational Picture (COP). The A2C2S provides
battle information processing and connectivity to the tactical Internet that exceeds the digital
capabilities in a ground maneuver brigades Tactical Command Post (TACCP). The A2C2S
provides both voice and data interoperability with U.S. military services and voice compatibility
with government and civilian agencies, and services of Allied Nations. The A2C2S will support
all the mission areas identified in The Army Plan (TAP). The A2C2S will provide the
commander a highly mobile command post (CP) for command and control operations. The major
mission areas supported are war (e.g., deterring aggression and coercion; fighting conflicts) and
operations other than war (i.e., peacekeeping, domestic disaster relief, reducing potential
conflicts, promoting regional stability and humanitarian missions).

(2) The Warfighter Information Network Tactical (WIN-T) will be an integrating
communications network for the Objective Force (OF) and will perform multiple missions
simultaneously and ubiquitously. WIN-T will be a framework that will set optimum standards
and protocols for information network infrastructures and architectures of the OF, the interim
force, and the legacy force. The WIN-T infrastructure will network information from Unit of
Action (UA) to Unit of Employment (UE) -- Commander-In-Chiefs (CINC), Commander of
Joint Task Force, and commanders and staffs of warfighter task organizations and functional
units. The network of networks information framework will form a horizontal and vertical
transport capability - digitized, interim, and legacy, respectively.

Appendix B
B-5

(3) The Army Tactical Command and Control System - Common Hardware/Software 2
(ATCCS-CHS 2) is a group of common computer hardware/software that provides aggregation,
processing, transmission, and display of essential information and data within the battlefield
functional areas (BFA) and facilitates the information flow between the components. The CHS-2
Program is designed to provide the tactical Army with standard state-of-the-art computer
products ranging from hand-held to RISC-based server class machines.

(4) The Integrated-Systems Control (ISYSCON) (V4) is deployed at maneuver brigade
and below for combat-net-radio-based WAN management, but can also provide local-area
network management at all echelons from maneuver battalion through echelons above corps.
Each ISYSCON (V) 4 consists of two computers: a ruggedized Appliqu Paravant V4 for
survivability, and a commercial Panasonic Toughbook laptop for configuring devices that have
become unreachable through the network and require physical connectivity. Both computers
host the same software, called the Tactical Internet Management System (TIMS), which
incorporates the Force XXI Battle Command Brigade and Below software.

(5) The In-Line Network Encryption (INE) TACLANE is the leading Type 1 IP
encryptor, certified by the National Security Agency (NSA) to protect classified information up
to and including TS/SCI. TACLANE is Coalition-ready, fighting the war on terrorism with more
than 29,000 units deployed worldwide. Available today, TACLANE is a single device offered
with multiple interfaces such as: Classic (Ethernet/ATM), E100 (Fast Ethernet), and SG
(Coalition).

(6) The new generation of GPS receivers will augment the map, compass, and other
conventional positioning, navigating, surveying, and timing systems. The Global Transmitter-
Receiver (GTR) will enhance combat, combat support, and combat service support missions
through improved accuracy and lethality of weapon systems and enhancement of command and
control platforms across all Battlefield Functional Areas. The GPS User Equipment provides
real time position, velocity, and timing (PVT) information to Army tactical and strategic
organizations in standalone and embedded configurations. The GPS is used during peacetime,
contingency, and wartime across all Battlefield Operating Systems to provide worldwide, 24
hour a day, PVT data under adverse climatic and electronic conditions. The GTR will have a
Precise Positioning Service, multi-frequency, secure, anti-jam, and anti-spoofing capability. The
GPS satellites are maintained and operated by the control segment. The GTR (user segment)
will utilize the space and control segments of existing and future GPS with minimal
modifications to the GTR. The GTR Defense Advanced GPS Receiver (DAGR) and the GTR
Lightweight (LW) will be a General Purpose User (GPU) piece of equipment.

(7) The Secure Enroute Communications Package Improved (SECOMP-I) signal is an
integrated voice and data communications system. It relies on voice-over-Internet protocol
(VoIP) technologies to provide robust collaborative and high-quality voice communications for
forces Enroute to points of deployment. SECOMP-I will enable joint tactical forces to arrive at
their deployment destinations fully briefed on the most current intelligence reports and plan
Appendix B
B-6
updates available, improving their ability to see first, understand first, act first and finish
decisively.

(8) The Joint Tactical Radio System (JTRS) will ensure operational readiness and success
by providing military commanders with the ability to command, control, and communicate with
their forces via voice, video, and data media forms, during all aspects of military operations.
Pursuant to the goals established by the Defense Planning Guidance (1998-2003) and Joint
Vision 2010, JTRS will perform in the most flexible manner and be designed as a family of
advanced, reliable, and dynamic communications platforms. As a result, the JTRS will be
software reprogrammable, multiband/multimode capable, networkable, and provide simultaneous
voice, data, and video communications.

(9) The Secure Wireless Local Area Network (SWLAN) provides secure wireless
Ethernet communications between TOC vehicles in a TOC. The SWLAN will reside in SICPS,
M1068, M577, M934 and STRYKER platforms.

(10) The Harris Falcon II (AN/PRC-117F(C)) manpack and vehicular multiband,
multimission radio provide a vital, secure, beyond-line-of-sight communication capability for
command and control. The radios use advanced Harris software-defined radio (SDR) technology
to provide battle-proven embedded communications security, satellite communications, and
electronic counter-countermeasure capabilities. They cover the entire 30 to 512 MHz frequency
range and provide interoperability with ground-based SINCGARS radios as well as ground-to-air
radios and long-range, tactical satellite communications. The radios will support units deployed
in support of Operations Iraqi and Enduring Freedom and are part of the Army's modularity
redesign.

3. TRAINING STRATEGY.

With the implementation of the Total Army School System, the training strategy for MOS 25U
changes. The AC and RC components will be trained to the same standard on critical tasks. AC
and RC components will train using the same Program Of Instruction (POI). The current TATS
course is paper-based with some computer based training, but future versions will include
distance-learning methods of instruction.

MOS 25U progresses from Skill Level 1 through Skill Level 5. The only Additional Skill
Identifier (ASI) associated with MOS 25U is J7, White House Communications Agency at Skill
Level 3.

a. SKILL LEVEL 1.

(1) Course ID number 01. POI 101-25U10 Signal Support Systems Specialist Course is
for the Resident Course. The course is 16 weeks long, and trains soldiers to install, troubleshoot,
integrate and maintain battlefield manual and automated signal support systems. These systems
include: Technical Manuals (TMs) and The Army Maintenance Management System (TAMMS);
Test Measurement and Diagnostic Equipment (TMDE) techniques and procedures; system
installation, integration, Unit Level Maintenance (ULM) and troubleshooting of Army Tactical
Appendix B
B-7
Command and Control System/Hardware Software (ATCCS/CHS); Force XXI Battle Command
Brigade and Below (FBCB2) System; Single Channel Ground and Airborne Radio System
(SINCGARS); Combat Net Radios (CNR); tactical antenna systems; Mobile Subscriber
Equipment (MSE); Mobile Subscriber Radio Terminal (MSRT) AN/VRC-97; Commercial Off
The Shelf Computers (COTS); A+ Hardware and Software; N+ Network Essentials; integration,
troubleshooting and maintenance of Standardized Integrated Command Post System (SICPS);
Switches; Tactical Internet Management System (TIMS); operation of Secure Retransmission
Stations (RETRANS) in a simulated tactical environment; and reinforcement of Warrior Tasks
and Battle Drills (WTBD); Local Area Networks (LAN); Automated Net Control Device
(ANCD); Precision Lightweight Global Positioning System Receiver (PLGR); Improved High
Frequency Radio (IHFR); Tactical Satellite Terminals (TACSAT); Enhanced Position Location
Reporting System (EPLRS); tactical antenna systems; and computer systems administration and
network management. MOS holders also perform unit level maintenance on authorized signal
equipment; provide technical assistance for non-signal operators of signal equipment; and
employ and operate dedicated retransmission equipment in support of tactical operations.

The overall strategy is to familiarize and train enlisted soldiers on core Signal training
and WTBD in a Forward Operating Base (FOB) environment as a cohort; and to provide an
introduction to Situational Awareness and how the Signal Soldier fits into a Contemporary
Operating Environment. The Field Training Exercise (FTX) provides soldiers with
reinforcement of the skills and knowledge of Warrior Ethos combat skills, preparing the soldier
for deployment in support of the Global War on Terrorism (GWOT). The WTBD's are
embedded in the Advanced Immersion at the beginning of the Course and in the
CAPSTONE/FTX at the end of the Course. The WTBD's are trained employing extended
training days. All WTBD FTX resources will be shared with other MOS's throughout the
Brigade during each exercise.

(2) Course ID number 02. POI 101-25U10 Signal Support Systems Specialist Course
Mobilization Training. The 25U10 Mobilization POI is for the Mobilization Course. This
course is 11 Weeks and 3 days long and trains soldiers to install, troubleshoot, integrate and
maintain battlefield manual and automated signal support systems. These systems include:
Technical Manuals (TMs) and The Army Maintenance Management System (TAMMS); Test
Measurement and Diagnostic Equipment (TMDE) techniques and procedures; system
installation, integration, Unit Level Maintenance (ULM) and troubleshooting of Army Tactical
Command and Control System/Hardware Software (ATCCS/CHS); Force XXI Battle Command
Brigade and Below (FBCB2) System; Single Channel Ground and Airborne Radio System
(SINCGARS); Combat Net Radios (CNR); tactical antenna systems; Mobile Subscriber
Equipment (MSE); Mobile Subscriber Radio Terminal (MSRT) AN/VRC-97; Commercial Off
The Shelf Computers (COTS); A+ Hardware and Software; N+ Network Essentials; integration,
troubleshooting and maintenance of Standardized Integrated Command Post System (SICPS);
Switches; Tactical Internet Management System (TIMS); operation of Secure Retransmission
Stations (RETRANS) in a simulated tactical environment; and reinforcement of Warrior Tasks
and Battle Drills (WTBD); Local Area Networks (LAN); Automated Net Control Device
(ANCD); Precision Lightweight Global Positioning System Receiver (PLGR); Improved High
Frequency Radio (IHFR); Tactical Satellite Terminals (TACSAT); Enhanced Position Location
Reporting System (EPLRS); tactical antenna systems; and computer systems administration and
Appendix B
B-8
network management. MOS holders also perform unit level maintenance on authorized signal
equipment; provide technical assistance for non-signal operators of signal equipment; and
employ and operate dedicated retransmission equipment in support of tactical operations.
(3) The 113-25U10 Signal Support Systems Specialist Reclassification Course follows
The Army Training System (TATS) guidelines, and is designed to train the Reserve Component
Soldier already qualified in another MOS. The course consists of two phases: Phase 1 is the
Inactive Duty Training (IDT) Phase, and is 109 hours in length. The Army School System
(TASS) School Battalions conducts the IDT phase, which must be completed before entry into
Phase II training. Phase II is the Active Duty Training (ADT) phase, and is 127 hours in length.
The total course length is 235.5 hours. The effective start date is 1 Oct 2007. An additional
121.05 hours of study assignment is included in the training. This is required to train systems
administration and network management. IDT and ADT; Phases I and II, cover the same
training as the resident course, but with shorter hours; and based on student prior service
experience; prior common tasks training; instructor to student ratio of one to sixteen; student to
equipment ratio of one to one; and a maximum class size of sixteen.

(a) Course ID number 03. 113-25U10 IDT, Signal Support Systems Specialist
Course. Active Duty and Reserve Component personnel assigned in or to be assigned to a unit
position requiring reclassification to MOS 25U10. This training is Phase I of a dual-tracked
course. Phase I training consist of IDT and is conducted at The Army School System (TASS)
School Battalions. The 25U10 IDT Course length is 109 hours (2 weeks) and encompasses
instruction in the use of Technical Manuals (TMs) and The Army Maintenance Management
System (TAMMS); Test Measurement and Diagnostic Equipment (TMDE) techniques and
procedures; system installation, integration, Unit Level Maintenance (ULM) and Force XXI
Battle Command Brigade and Below (FBCB2) overview; Single Channel Ground and Airborne
Radio System (SINCGARS), Combat Net Radios (CNR), tactical antenna systems, Mobile
Subscriber Equipment (MSE) Mobile Subscriber Radio Terminal (MSRT) AN/VRC-97,
Commercial Off The Shelf Computers (COTS), Local Area Networks (LAN); Standardized
Integrated Command Post System (SICPS); and operation of secure retransmission stations
(RETRANS) in a simulated tactical environment. IDT must be completed prior to entry into
Phase II training.

Study Assignments. Phase I (IDT) consists of 121.05 hours of self-paced web based
(distance learning) study assignments in which each student must complete before starting some
classes. The study assignments are completed online through the SkillPort site at:
https://usarmy.skillport.com . The study assignments will also be listed in each lesson plan;
which must be completed in concurrence with and before starting some classes (modules) in
IDT. See the Course Management Plan for detailed training sequence

(b) Course ID number 04. 113-25U10 ADT, Signal Support Systems Specialist
Course. Active Duty and Reserve Component personnel assigned in or to be assigned to a unit
position requiring reclassification to MOS 25U10 and who have completed 113-25U10 IDT
Phase I. This course is Phase II of a dual-tracked course. ADT is contingent on the equipment
Appendix B
B-9
assigned to the unit. The 25U10 ADT Course length is 127 hours (2 weeks and 1 day) and
encompasses instruction in the use of Technical Manuals (TMs) and The Army Maintenance
Management System (TAMMS); Test Measurement and Diagnostic Equipment (TMDE)
techniques and procedures; system installation, integration, Unit Level Maintenance (ULM) and
troubleshooting of Army Tactical Command and Control Systems (ATCCS), Force XXI Battle
Command Brigade and Below (FBCB2); Single Channel Ground and Airborne Radio System
(SINCGARS), Combat Net Radios (CNR), tactical antenna systems, Mobile Subscriber
Equipment (MSE) Mobile Subscriber Radio Terminal (MSRT) AN/VRC-97, Commercial Off
The Shelf Computers (COTS), and Local Area Networks (LAN); Standardized Integrated
Command Post System (SICPS); and operation of secure retransmission stations (RETRANS)
in a simulated tactical environment.

b. SKILL LEVEL 2.

There is no resident training for MOS 25U Skill Level 2; however, the Primary
Leadership Development Course (PLDC) is available to AC and RC Soldiers.

c. SKILL LEVEL 3.

(1) Course ID Number 05. 600-BNCOC (F) Phase 1, COMMON CORE. Signal
Support Systems Specialist, BNCOC. This course is designed to provide leader and specialty
training for Noncommissioned Officers at Skill Level three (3). The Course is divided into two
phases. Phase I is a two (2) week, two (2) day course. The training utilizes Small Group
Instruction to teach the theory and principles of battle focused common leader training and war-
fighting skills required to lead a squad sized element in combat. Phase I, Common Core is a
prerequisite to Course ID Number 101-25U30, Phase 2.
(2) Course ID Number 06. 101-25U30 version RES, Phase 2, Signal Support Systems
Specialist BNCOC comprises the technical phase. This resident course is twelve (12) weeks,
two (2) days in duration for a total of 471 academic hours. It is taught at the U.S. Army Signal
Center and Fort Gordon, which consists of government furnished equipment. During Phase 2 the
NCO will receive technical training to develop necessary skills and knowledge needed to
supervise subordinates. Career Management Field (CMF) training is designed to develop the
NCOs' skills and knowledge to become tactically and technically proficient, and to successfully
perform doctrinal war fighting roles in full spectrum operations in the Contemporary Operational
Environment (COE). MOS specific tasks include Computer Technology, Communications
Security (COMSEC) Awareness, AN/PSN-11 Precision Lightweight GPS Receiver (PLGR), and
Combat Communications Planning. Systems installation, integration, Unit Level Maintenance
(ULM), and troubleshooting of Tactical Satellites (TACSAT) to include the SATCOM Terminal
(SPITFIRE), and the Single Channel Anti-jam Manportable (SCAMP) Terminal. Students will
also receive digital training in the following systems: Army Battle Command System (ABCS),
Maneuver Control Systems (MCS), Force XXI Battle Command Brigade-and-Below (FBCB2)
and participate in a Field Training Exercise. The NCO will also receive training on the input of
an Operation Order (OPORD), inspection of Unit Level Maintenance (ULM) of signal
equipment, procedures on conducting an Operational Readiness Inspection and Antenna Systems
An additional two (2) days of training has been approved. This added time is to be used to
provide essential training on recognizing Improvised Explosive Devices (IED). Overall, this
Appendix B
B-10
training will provide the BNCOC graduate with the skills and knowledge required to train their
subordinates and personnel in their supported units.
(3) Course ID Number 07. 101-25U30 versions MOB, Signal Support Systems
Specialist BNCOC. The Mobilization course is eight (8) weeks, four (4) days in duration and is
based on a 56-hour training week. The NCO will receive technical training to develop necessary
skills and knowledge needed to supervise subordinates. Career Management Field (CMF)
training is designed to develop the NCOs' skills and knowledge to become tactically and
technically proficient, and to successfully perform doctrinal war fighting roles in full spectrum
operations in the Contemporary Operational Environment (COE). MOS specific tasks include
Computer Technology, Communications Security (COMSEC) Awareness, AN/PSN-11 Precision
Lightweight GPS Receiver (PLGR), and Combat Communications Planning. Systems
installation, integration, Unit Level Maintenance (ULM), and troubleshooting of Tactical
Satellites (TACSAT) to include the SATCOM Terminal (SPITFIRE), and the Single Channel
Anti-jam Manportable (SCAMP) Terminal. Students will also receive digital training in the
following systems: Army Battle Command System (ABCS), Maneuver Control Systems (MCS),
Force XXI Battle Command Brigade-and-Below (FBCB2) and participate in a Field Training
Exercise. The NCO will also receive training on the input of an Operation Order (OPORD),
inspection of Unit Level Maintenance (ULM) of signal equipment, procedures on conducting an
Operational Readiness Inspection and Antenna Systems An additional two (2) days of training
has been approved. This added time is to be used to provide essential training on recognizing
Improvised Explosive Devices (IED). Overall, this training will provide the BNCOC graduate
with the skills and knowledge required to train their subordinates and personnel in their
supported units.
(4) Course ID Number 08. 101-25U30 version IDT (TATS), Signal Support Systems
Specialist, BNCOC Reserve Component. This course is the same in content as the 25U30
BNCOC Resident course and is taught at the U.S. Army Signal Center and Fort Gordon and by
TASS Battalions. It is configured to support Reserve and National Guard training requirements
for duration of two (2) weeks, consisting of 98 hours of Inactive Duty Training. The NCO will
receive technical training to develop necessary skills and knowledge needed to supervise
subordinates. Career Management Field (CMF) training is designed to develop the NCOs' skills
and knowledge to become tactically and technically proficient, and to successfully perform
doctrinal war fighting roles in full spectrum operations in the contemporary operational
environment (COE). Training provides an overview of signal support systems integration,
installation, operation, and maintenance techniques. This training also includes, computer
technology; selecting radio sites; integration of battlefield automated systems, i.e., Force XXI
Battle Command and Control Brigade and Below (FBCB2); Tactical Satellite Terminals
(TACSAT), i.e., AN/PSC-11 SCAMP; Common Signal Subjects in the areas of Communications
Security (COMSEC) Awareness and the AN/PSN-11 Precision Lightweight GPS Receiver
(PLGR). The NCO will also receive training on the input of an Operation Order (OPORD),
inspection of unit level maintenance of signal equipment, procedures on conducting an
Operational Readiness Inspection, and Antenna Systems.
Study Assignments. Contained within this course is an additional 72 hours of study
assignments. These assignments are completed online through the SkillPort site at:
Appendix B
B-11
https://usarmy.skillport.com. Reserve Soldiers are required to complete study assignments and
results turned in to their course manager prior to the completion of BNCOC Technical Phase 2.
(5) Course ID Number 09. 101-25U30 version ADT (TATS), Signal Support Systems
Specialist, BNCOC Reserve Component. This course is the same in content as the 25U30
BNCOC Resident course and is taught at the U.S. Army Signal Center and Fort Gordon and by
TASS Battalions. It is configured to support Reserve and National Guard training requirements
for duration of two (2) weeks and one (1) day, consisting of 115.5 hours of Active Duty
Training. The NCO will receive technical training to develop necessary skills and knowledge
needed to supervise subordinates. Career Management Specialty (CMF) training is designed to
develop the NCOs' skills and knowledge to become tactically and technically proficient, and to
successfully perform doctrinal war fighting roles in full spectrum operations in the contemporary
operational environment (COE). Training provides an overview of signal support systems
integration, installation, operation, and maintenance techniques. This training also includes,
computer technology; selecting radio sites; integration of battlefield-automated systems, i.e., the
Army Battle Command System (ABCS) and Maneuver Control System (MCS); Tactical Satellite
Terminals (TACSAT), i.e., AN/PSC-5 SPITFIRE..
d. SKILL LEVEL 4

(1) Course ID Number 10. 101-25U40 version RES, Signal Support Systems
Supervisor, ANCOC. This Resident course is designed to develop the skills and knowledge
required to lead and train subordinates. This course is 14 weeks in duration for a total of 531
academic hours. This course is taught at the U.S. Army Signal Center and Fort Gordon and
consists of government furnish equipment. Subject matter focuses on Leadership Development
Techniques, Ethical Decision Making, and Lessons Learned. This training is updated by the
proponent agency, Sergeants Major Academy. The ANCOC course comprises the technical
training in the NCO Career Management Field (CMF) and is designed to develop the NCOs'
skills and knowledge to become tactically and technically proficient as a Platoon Sergeant /
Principle Signal Support System NCO. MOS specific tasks consist of The Army Maintenance
Management System, Unit Level Logistics System, Automated Communications Engineering
Software (ACES), Computer Literacy and Communications Security. Students receive digital
training in the areas of the Army Battle Command Systems (ABCS) comprised of Force XXI
Battle Command Brigade-and-Below (FBCB2), and Maneuver Control System (MCS). Army
Tactical Communications Systems Tactical Satellites (TACSAT) composed of Integrated System
Control (ISYSCON (V4), Single Channel Anti-Jam Manportable (SCAMP) Terminal, and the
AN/PSC-5 (SPITFIRE). Additional training will cover Lessons Learned and the Army at War,
Ethical Reasoning, Sexual Assault Prevention (SAP), and the Contemporary Operational
Environment (COE). This training will provide the ANCOC graduate with the skills and
knowledge required to train their subordinates and personnel in their supported units. An
additional 3 days of training has been approved. This added time is to be used to increase digital
training.

(2) Course ID Number 11. 101-25U40 version IDT (TATS), Signal Support Systems
Supervisor, ANCOC. This course is the same in content as the 25U40 ANCOC Resident course
and is taught at the U.S. Army Signal Center and Fort Gordon and by TASS Battalions. It is
Appendix B
B-12
configured to support Reserve and National Guard training requirements for duration of two (2)
weeks and four (4) days, consisting of 160 hours of Inactive Duty Training. Subject matter
focuses on Leadership Development Techniques, Ethical Decision Making and Lessons Learned.
This course comprises the technical training in the NCO Career Management Field (CMF) and is
designed to develop the NCOs' skills and knowledge to become tactically and technically
proficient as a Platoon Sergeant/Principle Signal Support System NCO. MOS specific tasks
consist of Computer Technology and Automated Communications Engineering Software
(ACES). Students also receive digital training in the area of Force XXI Battle Command
Brigade-and-Below (FBCB2) and Army Tactical Communications Systems Tactical Satellites
(TACSAT) composed of the AN/PSC-11 Single Channel Anti-Jam Manportable (SCAMP)
Terminal. The NCO will also receive training on the input of an Operation Order, inspection of
unit level maintenance of signal equipment, procedures on conducting an Operational Readiness
Inspection, and Antenna Systems. The NCO will also receive training on Planning of Combat
Communications, FM Voice and Data Communication, and HF Systems. This training will
provide the ANCOC graduate with the skills and knowledge required to train their subordinates
and personnel in their supported units.

Study Assignments. Contained within this course are study assignments. These assignments are
completed online through the SkillPort site at: https://usarmy.skillport.com. Reserve Component
Soldiers are required to complete study assignments and results turned in to their course manager
prior to the completion of the ANCOC course.

(3) Course ID Number 12. 101-25U40 version ADT (TATS), Signal Support Systems
Supervisor, ANCOC. This course is the same in content as the 25U40 ANCOC Resident course
and is taught at the U.S. Army Signal Center and Fort Gordon and by TASS Battalions. It is
configured to support Reserve and National Guard training requirements for duration of two (2)
weeks and one (1) day, consisting of 120 hours of Active Duty Training. Subject matter focuses
on Leadership Development Techniques, Ethical Decision Making and Lessons Learned. This
course comprises the technical training in the NCO Career Management Field (CMF) and is
designed to develop the NCOs' skills and knowledge to become tactically and technically
proficient as a Platoon Sergeant/Principle Signal Support System. MOS specific tasks consist of
Computer Technology; Digital Training in the areas of the Army Battle Command System
(ABCS) and Maneuver Control Systems (MCS), Army Tactical Communications Systems
Tactical Satellites (TACSAT) composed of the AN/PSC-5 SPITFIRE. This training will provide
the ANCOC graduate with the skills and knowledge required to train their subordinates and
personnel in their supported units.
e. SKILL LEVEL 5.
There is no resident training for MOS 25U Skill Level 5. However, commanders may
recommend selected personnel to attend the USA 1SG Course, Course Number 521-SQIM at
Fort Bliss, TX. Also, individuals selected by an annual DA selection board may attend the
Sergeants Major Academy at Fort Bliss, TX.
f. INDIVIDUAL READY RESERVE (IRR)

(1) Course ID Number 13. 101-25U10-IRR-REFR. Individual Ready Reserve (IRR)
Refresher (REFR) Course. This is a four (4) week course conducted during mobilization for
Appendix B
B-13
Skill levels 1 or 2 soldiers who have been off of active duty for more than 24 months. Upon
recall to active duty, IRR soldiers will be administered a diagnostic test to determine the amount
of training required to allow them to perform at the required standards. Refresher training will
include: system installation, integration; Unit Level Maintenance (ULM) and troubleshooting of
Force XXI Battle Command Brigade and Below (FBCB2); Single Channel Ground and Airborne
Radio System (SINCGARS); ANCD; Precision Lightweight Global Positioning Receiver
(PLGR; Combat Net Radios (CNR); Commercial Off The Shelf Computers (COTS); Local Area
Networks (LAN); computer systems administration and network management; and Enhanced
Position Location Reporting System EPLRS. Equipment and facilities are shared with the
25U10 Resident Course.

(2) Course ID Number 14. 101-25U10-IRR-RTUP. Individual Ready Reserve (IRR)
Rapid Train Up (RTUP) Course. This is a two (2) week course conducted during mobilization
for IRR soldiers that have been off active duty for less than 24 months. Upon recall to active
duty, IRR soldiers will be administered a diagnostic test to determine the amount of training
required to allow them to perform at the required standards. Rapid Train-Up will include:
system installation, integration, Unit Level Maintenance (ULM); troubleshooting of Force XXI
Battle Command Brigade and Below (FBCB2); Single Channel Ground and Airborne Radio
System (SINCGARS); ANCD; Precision Lightweight Global Positioning Receiver (PLGR);
Combat Net Radios (CNR); Commercial Off The Shelf Computers (COTS); Local Area
Networks (LAN); computer systems administration and network management; and Enhanced
Position Location Reporting System EPLRS. Equipment and facilities are shared with the
25U10 Resident Course.

Skill level three (3) soldiers who have been off of active duty for more than 24 months. Upon
recall to active duty, IRR soldiers will be evaluated to determine the amount of training required
to allow them to perform at the required standards. Signal NCO Refresher training consists of
technical training in the areas of Computer Technology, Tactical Communications Systems
Tactical Satellites (TACSAT), Combat Communications Planning, and Digital Training on the
Army Battle Command Systems. This training is designed to develop the NCOs skills and
knowledge needed to supervise subordinates, become tactically and technically proficient, and to
successfully perform doctrinal war fighting roles in full spectrum operations in the
Contemporary Operational Environment (COE).

Rapid Train Up (RTUP) training Course. This is a two (2) week course conducted during
mobilization for Skill level three (3) IRR soldiers that have been off active duty for less than 24
months. Upon recall to active duty, IRR soldiers will be evaluated to determine the amount of
training required to allow them to perform at the required standards. Signal NCO Rapid Train-
Up will include technical training in the areas of Tactical Communications Systems Tactical
Satellites (TACSAT), Combat Communications Planning, and Digital Training on the Army
Battle Command Systems. This training is designed to develop the NCOs skills and knowledge
needed to supervise subordinates, become tactically and technically proficient, and to
Appendix B
B-14
successfully perform doctrinal war fighting roles in full spectrum operations in the
Contemporary Operational Environment (COE).

Skill level four (4) soldiers who have been off of active duty for more than 24 months. Upon
recall to active duty, IRR soldiers will be evaluated to determine the amount of training required
to allow them to perform at the required standards. Signal NCO Refresher training will include:
Leadership Development Techniques, Ethical Decision Making and Lessons Learned. Technical
training is provided in the areas of Computer Technology, Digital Training on the Army Battle
Command Systems (ABCS), Tactical Communications Systems Tactical Satellites (TACSAT),
the Automated Communications Engineering System (ACES), and Communications Systems
Planning. This training is designed to develop the NCOs skills and knowledge needed to
supervise subordinates and become tactically and technically proficient as a Platoon Sergeant /
Principle Signal Support System NCO, in full spectrum operations in the Contemporary
Operational Environment (COE).

Rapid Train Up (RTUP) training Course. This is a two (2) week course conducted during
mobilization for Skill level four (4) IRR soldiers that have been off active duty for less than 24
months. Upon recall to active duty, IRR soldiers will be evaluated to determine the amount of
training required to allow them to perform at the required standards. Signal NCO Rapid Train-
Up will include: Leadership Development Techniques, Ethical Decision Making and Lessons
Learned. Technical training is provided in the areas of Digital Training on the Army Battle
Command Systems (ABCS), Tactical Communications Systems Tactical Satellites (TACSAT),
and the Automated Communications Engineering System (ACES). This training is designed to
develop the NCOs skills and knowledge needed to supervise subordinates and become tactically
and technically proficient as a Platoon Sergeant / Principle Signal Support System NCO, in full
spectrum operations in the Contemporary Operational Environment (COE).

g. FUNCTIONAL COURSE

None

h. ADDITIONAL SKILL IDENTIFIER (ASI)

ASI J7, 25U30 level; White House Communications Agency.

i. MERGERS.

There are no plans for any MOS mergers involving MOS 25U in the foreseeable future.

j. SUSTAINMENT TRAINING.

Appendix B
B-15
Extension Training Material and Army Correspondence Course Program (ACCP)
material is available for sustainment training. Revision of this course is dependent on
available resources.

k. MULTIMEDIA TRAINING MATERIALS:

(1) Computer-based Training:

(a) Introduction to Combat Net Radios
(b) Introduction to TACSAT.
(c) Introduction to AN/CYZ-10 Automated Net Control Device
(d) Introduction to Precision Lightweight GPS Receiver (PLGR)
(e) Electrical Grounding Techniques
(f) Electronic Safety
(g) Electronic Fundamentals: Terms and Symbols
(h) Troubleshooting the AN/VIC-1 Vehicular Intercommunications Set
(i) Introduction to the AN/VIC-3, Vehicular Intercommunications Set
(j) Introduction to Soldering
(k) Technical Manuals
(l). COMSEC Awareness
(m) Antenna Systems
(n) Conduct Operational Readiness Inspection
(o) Select a Radio Retrans Site

(2) On World Wide Web:

(a) STP 11-31U14-SM-TG
(b) 101-31U10 AIT Course Lesson Plans
(c) Radio Wave Propagation
(d) All of the CBT programs listed above to include ANCD, EPLRS, FBCB2, MSRT,
PLGR, SINCGARS, and TACSAT.
(e) https://usarmy.skillport.com

(3) T-NET Sessions Available

All lessons taught in 101-25U10 AIT Course.

4. TRAINING DELETED.

25U10:
Analog Terminal Devices
AN/GRC-160 radio
AN/VRC-12 series radios
Office 97
SINCGARS non-ICOM (replaced by SINCGARS ICOM and SINCGARS SIP)
Windows NT
Appendix B
B-16
Windows 95
POI RC-113-31U10(F) Signal Support Systems Specialist Reclassification course (TATS),
Version 2
113-31U10 RC, Signal Support Systems Specialist
101-ACD-04 FBCB2 Functional Course

BNCOC:
Introduction to 31U30 BNCOC
Electronic Warfare
Threat to U.S. Forces
Branch History
Battlefield Damage Assessment and Repair (BDAR)
Wire Communications Planning
Develop Unit Level SOP
Inspect ULM on Communication Equipment
Provide Input to MCSR

ANCOC:
Introduction to 31U40 ANCOC
Integrate Historical Awareness and Critical Thinking
Electronic Warfare
Signal Support Responsibilities
Battlefield Damage Assessment and Repair (BDAR)
(All) ATCCS System
TAMMS
AN/VSQ-2 EPLRS
Retrans Site Selection and Management
Antenna Systems
Wire Communications Planning
ANCOC FTX

Appendix B
B-17
COURSE MILESTONE SCHEDULE (CMS)

Section 1.01 CMS ID Number 01

Course Number 101-25U10 Course Type Code 06
Course Title: MOS Signal Support Systems Specialist ITRO Code Q
CMS Preparation Date 9/8/09 Contract Code N

1 2 3 4 5 6 7
Events (yymm) (yymm) (yymm) (yymm) (yymm) (yymm) (yymm)
1. Submit CAD 0511 0711 TBA TBA TBA TBA
2. Submit POI 0609 0809 TBA TBA TBA TBA
3. Course
Implementation/
Revision Date
0710 0910 TBA TBA TBA TBA
4. Estimated
Course Length
16W0D 16W0D NA NA NA NA
5. Estimated
Adjusted ICH
2398.4 2398.4 NA NA NA NA
6. Maximum Class
Size
32 32 NA NA NA NA
7. Optimum Class
Size
32 32 NA NA NA NA
8. Minimum Class
Size
18 18 NA NA NA NA
9. Estimated
Academic Hours
690.4 690.4 NA NA NA NA
10.Estimated
Student Input
2880 2880 NA NA NA NA
11. Events Not
Shown Above

11(a). Signal Corps Career Management Field (CMF) 31 changed o CMF 25 in
FY05. 31U10 designator changed to MOS 25U10.
11(b) Added 40/9 warrior ethos tasks (148 academic hrs), to be evaluated in a
Field Training Exercise (FTX) environment.

Appendix B
B-18


Course Number 101-25U10, MOB Course Type Code 06
Course Title: MOS Signal Support Systems Specialist, Mobilization ITRO Code Q

1 2 3 4 5 6 7
1. Submit CAD 0511 0711 TBA TBA TBA TBA
2. Submit POI 0609 0809 TBA TBA TBA TBA
3. Course
Implementation/
Revision Date
0710 0910 TBA TBA TBA TBA
4. Estimated
Course Length
11W3D 11W3D NA NA NA NA NA
5. Estimated
Adjusted ICH
2,398.4 2398.4 NA NA NA NA NA
6. Maximum Class
Size
32 32 NA NA NA NA NA
7. Optimum Class
Size
8. Minimum Class
Size
9. Estimated
Academic Hours
690.4 690.4 NA NA NA NA NA
10.Estimated
Student Input
NA NA NA NA NA
11. Events Not
Shown Above:

11(a). Signal Corps Career Management Field (CMF) 31 changed o CMF 25 in
11(b). Added 40/9 warrior ethos tasks, to be evaluated in a Field Training Exercise
(FTX) environment.

Appendix B
B-19


Course Number 113-25U10-IDT Course Type Code 07
Course Title: MOS 25U, Signal Support Systems Specialist, IDT ITRO Code Q

1 2 3 4 5 6 7
1. Submit CAD N/A N/A TBA TBA TBA TBA TBA
2. Submit POI 0611 TBA TBA TBA TBA TBA TBA
3. Course
Implementation/
Revision Date
0710 TBA TBA TBA TBA TBA TBA
4. Estimated
Course Length
2W0D 2W0D NA NA NA NA NA
5. Estimated
Adjusted ICH
6. Maximum Class
Size
7. Optimum Class
Size
8. Minimum Class
Size
8 8 NA NA NA NA NA
9. Estimated
Academic Hours
10.Estimated
Student Input
NA NA NA NA NA
11. Events Not
Shown Above:

11(a). Student will have 117.5 hours of Study Assignment during IDT.
11(b). Signal Corps Career Management Field (CMF) 31 changed o CMF 25 in

Appendix B
B-20


Course Number 113-25U10-ADT Course Type Code 07
Course Title: MOS 25U, Signal Support Systems Specialist, ADT ITRO Code Q

1 2 3 4 5 6 7
1. Submit CAD N/A N/A TBA TBA TBA TBA TBA
2. Submit POI 0611 TBA TBA TBA TBA TBA TBA
3. Course
Implementation/
Revision Date
0710 TBA TBA TBA TBA TBA TBA
4. Estimated
Course Length
2W1D 2W1D NA NA NA NA
5. Estimated
Adjusted ICH
249.3 249.3 NA NA NA NA
6. Maximum Class
Size
16 16 NA NA NA NA
7. Optimum Class
Size
16 16 NA NA NA NA
8. Minimum Class
Size
8 8 NA NA NA NA
9. Estimated
Academic Hours
127.0 127.0 NA NA NA NA
10.Estimated
Student Input
NA NA NA NA
11. Events Not
Shown Above:

11(a). Students must complete 113-25U10 IDT (Phase I) prior to attendance.
11(b). Signal Corps Career Management Field (CMF) 31 changed o CMF 25 in
FY05. 31U10 designator changed to MOS 25U10

Appendix C
C-1

Course: 101-25U30 Version: RES3 Delivery Group: B Phase: 2
Course Name: Signal Support Systems Specialist (BNCOC)
Management Category: Resident Preparation Date: 14 Jun 2005
Status: Commandant Approved Optimum Class Size: 32

Program of Instruction Cover Page

Total Computed Academic Hours: 414.3
Fiscal Year: 2006 Fiscal Year Quarter: 1
Status Change Date: 14 Jun 2005
Approval Date: 30 Jun 2005
Approval Authority: Roderick D. Johnson
CSM, USA
Commandant
MACOM Validation Date:
Manpower Validation Date:
Course Supersession Information: This POI supersedes 101-25U30 POI dated 1 Feb 2005.
Phase Supersession Information: This POI supersedes 101-25U30 POI dated 1 October
2005.
Foreign Disclosure: FD2. The materials contained in this course have been reviewed by the
course developers in coordination with the USASC&FG, Fort Gordon, GA
foreign disclosure authority. This course is releasable to military students
from foreign countries on a case-by-case basis. Foreign countries desiring
to place students in this course must meet one or more of the following
criteria: (1) Own (a specific piece of equipment); (2) Have a signed Letter of
Intent (LOI); (3) Have waiver from HQDA; (4) Have USG release for
training; (5) etc.
Appendix C
C-2
Table of Contents

Cover Page ......................................................................................................... 1-1
Preface ................................................................................................................ 2-1
Course Summary ................................................................................................ 3-1
Training Module ................................................................................................ 4-1
Mandatory Training Module .............................................................................. 5-1
Examination Module .......................................................................................... 6-1
Individual Task Summary .................................................................................. 7-1
Collective Task Summary (Not part of POI) ....................................................... 8-1
Ammunition Summary ....................................................................................... 9-1
Facilities Summary .......................................................................................... 10-1
Equipment Summary ....................................................................................... 11-1
Training Support Equipment ............................................................................ 12-1
Support Personnel Summary ............................................................................ 13-1
TADSS Summary ............................................................................................ 14-1
MRAD Headquarters Validation ..................................................................... 15-1
Headquarters Memorandum ............................................................................. 16-1
Memo of Transmittal ....................................................................................... 17-1
Distance Learning Questionnaire ....................................................................... 18-1
Lesson Sequence (Not part of POI) ................................................................... 19-1
Appendix C
C-3
Preface Page

Fiscal Year: 2006 Fiscal Year Quarter: 1

Status: Commandant Approved

Status Change Date: 14 Jun 2005

Training Location(s): (113) Signal Center and School
(613) NCO ACADEMY - FT GORDON

Specialty: E25U30 Signal Support Systems Specialist (New as of 2004-04-01 / 0304-21/A)

Supporting ITP: 25U Signal Support Systems Specialist

TATS-Course: No

Purpose: To provide training to 25U BNCOC students in technical techniques, leadership skills,
and procedures required for a 25U Noncommissioned Officer at Skill Level 3. The
Technical Phase includes the training of signal systems installation, integration,
troubleshooting and unit level maintenance (ULM), including digital battlefield and
automated signal support systems; equipment and emplacement doctrine which
supports Information Technology.

Course Scope: 25U BNCOC students will receive training in leadership, communication skills,
training management, common signal subjects, and computer technology. MOS
specific tasks include Communications Security (COMSEC), AN/PSN-11
Precision Lightweight GPS Receiver (PLGR); Tactical Satellites (TACSAT) to
include the AN/PSC-5 SPITFIRE Tactical Ground Terminal and the AN/PSC-11
Single Channel Anti-jam Manportable (SCAMP) Terminal; and the AN/PRC-
150 Tactical High Frequency Radio System. Digital training consists of the
Army Battle Command System (ABCS), Force XXI Battle Command Brigade-
and-Below (FBCB2) System, and Maneuver Control System (MCS). Additional
training incorporated include Contemporary Operation Environment (COE) and
Improvised Explosive Devices (IED). Students will also participate in a Field
Training Exercise. This training will provide the BNCOC graduate with the
skills and knowledge required to train their subordinates and personnel in their
supported units.

Phase Scope: 25U BNCOC students will receive training in leadership, communication skills,
training management, common signal subjects, and computer technology. MOS
specific tasks include Tactical Satellites Communications, ABCS Systems, and
Combat Communication Planning. Additional training incorporated includes
Contemporary Operation Environment (COE) and Improvised Explosive Devices
(IED). Students will also participate in a Field Training Exercise. This training
Appendix C
C-4
will provide the BNCOC graduate with the skills and knowledge required to train
their subordinates and personnel in their supported units.

Course Prerequisites: Active Army or Reserve Component Personnel selected by
PERSCOM (Active Component Army) or recommended by unit
commander (Reserve Component). Qualified in MOS 25U, meets
requirements outlined in AR 351-1, paragraph 3-7 through 3-9 and
paragraph 3-44. Active and Reserve soldiers over 40 must complete the
required medical screening and receive status prior to attending. Only
SSG's and promotable SGT's may attend and should have successfully
completed PLDC or its equivalent at least 6 months prior to scheduled
attendance, unless promoted prior to linkage of NCOES to promotion.
Successful completion of Phase I, Basic Noncommissioned Officer
Common Core Training (BNCOC) prior to attendance.

Phase Prerequisites: Successful completion of 600 BNCOC, Phase I Common Core.

Special Information: The Computer Technology lessons listed below are developed by School
of Information Technology (SIT) and taught by SIT instructors. However,
Instructor to Student ratios may not be met by SIT as required by
TRADOC Regulation 350-1 0 for NCOES training .

Networking Essentials
TCP/IP
Windows
UNIX
Routers
TIMS

Security Clearance: Unclassified

Course Length Weeks: 12 Days: 2 Hours: 0

Computed ICH: 1,402.7

Adjusted TOMA ICH: 0.0

Adjusted MRAD ICH: 0.0

Class Sizes Optimum: 32 Minimum: 20 Maximum: 32

Academic Hours Computed Adjusted
Unique: 414.3
Shared:
Total:

Appendix C
C-5
Estimated Flight Hours: 0

Validation Code:

Manpower Estimate: 0

Hours Developed by Others: 0

Hours Conducted by Others: 0

Course Type Code: 09 Enlisted Career Development

ITRO Code: Q Quota Course/Non-ITRO

Contract Code: N Not a Contract Course

MACOM Validation Date:

Manpower Validation Date:

Training Start Date: 01 Oct 2005

Proponent
Design and Development: Signal Center and School (113)
Instructor Provided Support: Signal Center and School (113)
Army Course Proponent: Signal Center and School (113)
Training Evaluation Proponent: Signal Center and School (113)

Course Remarks: Course times are based on a 37 hour training week.

Phase Remarks:

MRAD Remarks:
Appendix C
C-6
Course Summary

Academic Time:
Module: A / 001 288.3
Title: Computer Technology
Module: B / 001 62.0
Title: TACSAT
Module: C / 001 41.4
Title: ABCS
Module: D / 001 12.7
Title: Common Signal Subjects
Module: E / 001 9.9
Title: Combat Communications Planning
Total: 414.3

Administrative Time:
None.
Total: 0.0
Grand Total: 414.3

Academic Hours by Security Classification:
Unclassified 414.3
Total: 414.3

Appendix C
C-7
Training Module

Module: A / 001
Purpose: This module familiarizes students with the history of computers and teaches them
computer functions through Networking Essentials; Netting and Sub-netting through
TCP/IP; Install, Operate and Maintain Cisco Routers, Introduction to Windows 2003
Operating Systems and the Unix Operating System. Students will also receive a
portion of digital training through Tactical Internet Management (TIMS) and Force
XXI Battle Command Brigade and Below (FBCB2).
Remarks: Module is the first Module taught for this course. Lesson 25U3C4L1, FBCB2 is the
first lesson taught and tested in Module A by the BNCOC SGL. The remaining
Computer Technology lessons are taught by the School of Information Technology
(SIT) instructors.

Technique(s) of Delivery: Hours
Large Group Instruction (GP) 288.3
Total Hours (Admin & Academic) 288.3

Lesson Id /
Version
Technique of Delivery Hours Method of Instruction
NEP13B / B05D (GP) Large Group Instruction
Introduction: 0.1 (CO) Conference / Discussion
0.7 (CO) Conference / Discussion
Summary: 0.1 (CO) Conference / Discussion
Total: 2.1
Lesson Title: Network Management and Security
Action Text: Identify the means to provide network management and security.
Remarks:

Appendix C
C-8
Lesson Id /
Version
NEPCTB / B05D (GP) Large Group Instruction
1.6 (TE) Test
0.4 (TR) Test Review
Total: 2.4
Lesson Title: Network Plus Fundamentals Examination
Action Text: Identify various network topologies, network hardware, router configurations,
TCP/IP addressing, and network fundamentals.
Remarks:

Lesson Id /
Version
25U3C4L1 / 3 (GP) Large Group Instruction
1.1 (CP) Conference/Practical Exercise
8.5 (DP) Demonstration/Practical
Exercise (Hands-on)
23.3 (PE) Practical Exercise
(Performance)
Total: 36.0
Lesson Title: Force XXI Battle Command Brigade-and-Below (FBCB2) (v3.5)
Action Text: Operate the FBCB2 System
Remarks: Lesson sequence # 01; FBCB2 is first class given by ANCOC SGL/Students in
Module A. Multimedia for this lesson is shared with 25U40 ANCOC.

Appendix C
C-9
Mandatory Training Module

None.
Examination Module

Module: A / 001
Purpose: This module familiarizes students with the history of computers and teaches them
computer functions through Networking Essentials; Netting and Sub-netting through
TCP/IP; Install, Operate and Maintain Cisco Routers, Introduction to Windows 2003
Operating Systems and the Unix Operating System. Students will also receive a
portion of digital training through Tactical Internet Management (TIMS) and Force
XXI Battle Command Brigade and Below (FBCB2).
Remarks: Module is the first Module taught for this course. Lesson 25U3C4L1, FBCB2 is the
first lesson taught and tested in Module A by the BNCOC SGL. The remaining
Computer Technology lessons are taught by the School of Information Technology
(SIT) instructors.
Lesson Id /
Version
25U3C4CT / 3 (GP) Large Group Instruction
4.0 (TE) Test
Total: 4.0
Security Clearance for Exam/Test: Unclassified
Lesson Title: FBCB2 Exam/AAR (CTI)
Action Text: Demonstrate skill and performance knowledge on the Force XXI Battle
Command and Control, Brigade and Below (FBCB2) System.
Remarks: Lesson sequence # 02; FBCB2 Exam is given after FBCB2 Lesson and prior to giving
the next lesson in Module A.

Lesson Id /
Version
2KSRVCTB /
B05C
(GP) Large Group Instruction
1.0 (TE) Test
Total: 1.0
Lesson Title: Windows 2003 Server Examination
Appendix C
C-10
Action Text: Windows 2000 Server Exam
Remarks:

Lesson Id /
Version
NEPCTB / B05D (GP) Large Group Instruction
1.6 (TE) Test
Total: 1.6
Lesson Title: Network Plus Fundamentals Examination
Action Text: Identify various network topologies, network hardware, router configurations,
TCP/IP addressing, and network fundamentals.

Individual Task Summary - Lessons

Task Title Lesson / Ver Critical
Task
052-192-1269 Detect Explosive-Hazard Indicators by Visual
Means
RNCOAIED /
1
Yes
071-329-1006 NAVIGATE FROM ONE POINT ON THE
GROUND TO ANOTHER POINT WHILE
DISMOUNTED
25U3D3CT /
3
Yes
25U3D2L1 / 3 Yes
113-382-7001 Implement Army Battlefield Command
Systems (ABCS) in a Non-Signal Unit
TIMS09B /
B05C
Yes
TIMS13B /
B05C
Yes
TIMS17B /
B05C
Yes
113-496-8001 Perform Local Area Network (LAN)
Administration of Army Battlefield Computer
Systems (ABCS)/Automated Information
Systems (AIS) at Echelons Above Corps (EAC)
TIMS11B /
B05C
Yes
TIMS05B /
B05C
Yes
113-498-8001 Perform System Administration of Army
Battlefield Computer Systems
(ABCS)/Automated Information Systems (AIS)
at Echelons Above Corps (EAC)
TIMSCTB /
B05C
Yes
Appendix C
C-11
TIMS20B /
B05C
Yes
TIMS19B /
B05C
Yes
113-580-0056 Troubleshoot Local Area Network (LAN) NEP01B /
B05D
Yes
113-580-1001 Construct a Cable NEPCTB /
B05D
Yes
NEP03B /
B05D
Yes
113-580-1031 Prepare a Microcomputer System for Operation TCPIPCTB /
B05C
Yes
TCPIP16B /
B05C
Yes
TCPIP14B /
B05C
Yes
TCPIP11B /
B05C
Yes
TCPIP10B /
B05C
Yes
TCPIP08B /
B05C
Yes
TCPIP05B /
B05C
Yes

Ammunition Summary - Lesson

None

Facilities Summary - Lessons

Facility Id: 17120 Unit of Measure: Square Feet
Nomenclature: General Instruction Building
Lesson /
Version
Step Facility
Quantity
Student
Ratio
Setup
Hours
Cleanup
Hours
Instructio
n Hours
Facility
Hours
RNCOAIED /
1
TLO 1 1:16 0.0 0.0 1.8 1.8
Lesson Total: 0.0 0.0 1.8 1.8
Facility Total: 0.0 0.0 1.8 1.8

Appendix C
C-12
Facility Id: 17120-1500-32 Unit of Measure: Square Feet
Nomenclature: CLASSROOM, GEN PURPOSE, 16 PERSON
Lesson /
Version
Step Facility
Quantity
Student
Ratio
Setup
Hours
Cleanu
p Hours
Instructio
n Hours
Facility
Hours
25U3B1CT /
3
TLO 1 1:32 0.0 0.0 3.0 3.0
Lesson Total: 0.0 0.0 3.0 3.0
Remarks: TLO Facility is shared with 25U30 BNCOC. Optimum class size for 25U30 is 32.

25U3B1L1 / 3 TLO 1 1:32 0.0 0.0 33.3 33.3
Lesson Total: 0.0 0.0 33.3 33.3
Remarks: TLO Facility is shared with 25U40 ANCOC.

25U3B2L1 / 3 TLO 1 1:32 0.0 0.0 19.8 19.8
Lesson Total: 0.0 0.0 19.8 19.8
Remarks: TLO This facility is shared w/ 25U40 ANCOC

25U3B4CT /
4
TLO 1 1:32 0.0 0.0 4.2 4.2
Lesson Total: 0.0 0.0 4.2 4.2

25U3C1L1 / 3 TLO 1 1:32 0.0 0.0 2.3 2.3
Lesson Total: 0.0 0.0 2.3 2.3
Remarks: TLO This facility is shared w/ 25U40 ANCOC.

25U3C2L1 / 3 TLO 1 1:32 0.0 0.0 33.6 33.6
Lesson Total: 0.0 0.0 33.6 33.6

25U3C3CT /
3
TLO 1 1:32 0.0 0.0 4.2 4.2
Lesson Total: 0.0 0.0 4.2 4.2

25U3C4CT /
3
TLO 1 1:32 0.0 0.0 4.2 4.2
Lesson Total: 0.0 0.0 4.2 4.2
Appendix C
C-13
Lesson /
Version
Step Facility
Quantity
Student
Ratio
Setup
Hours
Cleanu
p Hours
Instructio
n Hours
Facility
Hours

25U3C4L1 / 3 TLO 1 1:32 0.0 0.0 35.7 35.7
Lesson Total: 0.0 0.0 35.7 35.7
Remarks: TLO Facility is shared with 25U40 ANCOC

25U3D2L1 / 3 TLO 1 1:32 0.0 0.0 7.8 7.8
Lesson Total: 0.0 0.0 7.8 7.8

25U3D3CT /
3
TLO 1 1:32 0.0 0.0 2.2 2.2
Lesson Total: 0.0 0.0 2.2 2.2
25U3D4L1 / 1 TLO 1 1:32 0.0 0.0 1.7 1.7
Lesson Total: 0.0 0.0 1.7 1.7
25U3E1L1 / 3 TLO 1 1:32 0.0 0.0 2.0 2.0
Lesson Total: 0.0 0.0 2.0 2.0
25U3E2L1 / 3 TLO 1 1:32 0.0 0.0 2.0 2.0
Lesson Total: 0.0 0.0 2.0 2.0
25U3E3CT / 3 TLO 1 1:32 0.0 0.0 0.8 0.8
Lesson Total: 0.0 0.0 0.8 0.8
Facility Total: 0.0 0.0 156.8 156.8

Facility Id: 17120-73370-30 Unit of Measure: Square Feet
Nomenclature: GEN INST BLDG, 73370 SF, 30 PN
Lesson /
Version
Step Facility
Quantity
Studen
t Ratio
Setup
Hours
Cleanu
p Hours
Instructio
n Hours
Facility
Hours
NEP01B /
B05D
TLO 1 1:18 0.0 0.0 4.8 4.8
Lesson Total: 0.0 0.0 4.8 4.8
NEP02B /
B05D
TLO 1 1:18 0.0 0.0 4.4 4.4
Lesson Total: 0.0 0.0 4.4 4.4
NEP03B /
B05D
TLO 1 1:18 0.0 0.0 4.9 4.9
Lesson Total: 0.0 0.0 4.9 4.9
Appendix C
C-14
Lesson /
Version
Step Facility
Quantity
Studen
t Ratio
Setup
Hours
Cleanu
p Hours
Instructio
n Hours
Facility
Hours
NEP04B /
B05D
TLO 1 1:18 0.0 0.0 5.5 5.5
Lesson Total: 0.0 0.0 5.5 5.5
NEP05B /
B05D
TLO 1 1:18 0.0 0.0 2.3 2.3
Lesson Total: 0.0 0.0 2.3 2.3
NEP06B /
B05D
TLO 1 1:18 0.0 0.0 2.0 2.0
Lesson Total: 0.0 0.0 2.0 2.0
NEP07B /
B05D
TLO 1 1:18 0.0 0.0 6.6 6.6
Lesson Total: 0.0 0.0 6.6 6.6
NEP08B /
B05D
TLO 1 1:18 0.0 0.0 2.8 2.8
Lesson Total: 0.0 0.0 2.8 2.8
NEP13B /
B05D
ELO A 1 1:18 0.0 0.0 2.5 2.5
Lesson Total: 0.0 0.0 2.5 2.5
NEPCTB /
B05D
TLO 1 1:18 0.0 0.0 2.2 2.2
Lesson Total: 0.0 0.0 2.2 2.2
Facility Total: 0.0 0.0 38.0 38.0

Equipment Summary - Lessons

Expendable:
NSN (LIN): 113-74-02-1801 (ZX7030) Norton Utilities, Virus Detection Software

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
2KSRV01B / B05C TLO 1:1 32 5 0 37 0.0 0.0
Lesson Total: 32 5 0 37 0.0 0.0
ROUT01B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
ROUT04B / B05C TLO ( 4) 1:1 32 0 20 52 0.0 0.0
Appendix C
C-15

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
Lesson Total: 32 0 20 52 0.0 0.0
ROUT05B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
NSN (LIN) Total: 384 7 202 593 0.0 0.0
NSN (LIN): 113-74-03-2003 Microsoft Windows 98 Upgrade Version

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
ROUT01B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
ROUT04B / B05C TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 64 0 40 104 0.0 0.0
ROUT05B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
ROUT07B / B05C TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
TLO ( 6) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 128 0 80 208 0.0 0.0
ROUT08B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 64 0 40 104 0.0 0.0
NSN (LIN) Total: 320 0 200 520 0.0 0.0

NSN (LIN): 113-74-04-1002 (ZX7035) 10Base5 (CAT 3) Shielded Coax THICKNET

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
TIMS01B / B05C TLO 1:1 32 2 1 35 0.0 0.0
Lesson Total: 32 2 1 35 0.0 0.0
TIMSCTB / B05C TLO 1:1 32 2 1 35 0.0 0.0
Lesson Total: 32 2 1 35 0.0 0.0
NSN (LIN) Total: 672 42 21 735 0.0 0.0
NSN (LIN): 113-74-05-2002 (ZX7035) Router, CISCO 2600 w/serial interface card

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
ROUT01B / B05C TLO ( 1) 1:20 2 0 0 2 0.0 0.0
Appendix C
C-16

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
Lesson Total: 2 0 0 2 0.0 0.0
ROUT07B / B05C TLO ( 5) 1:1 32 0 20 52 0.0 0.0
TLO ( 6) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 64 0 40 104 0.0 0.0
ROUT08B / B05C TLO ( 2) 1:20 2 0 1 3 0.0 0.0
Lesson Total: 2 0 1 3 0.0 0.0
NSN (LIN) Total: 68 0 41 109 0.0 0.0
NSN (LIN): 7690-01-229-7516 CCI LABEL, KYK-13

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
25U3B1CT / 3 TLO 1:8 4 4 0 8 0.0 0.0
Lesson Total: 4 4 0 8 0.0 0.0
Remarks: TLO Equipment is shared between RNCOA, 369th and 442 SIG BNs.

25U3B1L1 / 3 TLO 1:8 4 4 0 8 0.0 0.0
Lesson Total: 4 4 0 8 0.0 0.0
Remarks: TLO Equipment is shared between RNCOA, 369th and 442 SIG BN.

NSN (LIN) Total: 8 8 0 16 0.0 0.0
NSN (LIN): C2000 (C77619) Computer, Desktop

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
2KSRV02B / B05C TLO 1:1 32 0 0 32 0.0 0.0
Lesson Total: 32 0 0 32 0.0 0.0
2KSRV04B / B05C TLO 1:1 32 0 1 33 0.0 0.0
Lesson Total: 32 0 1 33 0.0 0.0
Lesson Total: 32 0 1 33 0.0 0.0
NSN (LIN) Total: 928 2 37 967 0.0 0.0
NSN (LIN): DC8905 CHAIR

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
25U3B1CT / 3 TLO 1:1 32 4 0 36 0.0 0.0
Lesson Total: 32 4 0 36 0.0 0.0
25U3B1L1 / 3 TLO 1:1 32 4 0 36 0.0 0.0
Lesson Total: 32 4 0 36 0.0 0.0
Lesson Total: 64 2 1 67 0.0 0.0
TIMSCTB / B05C TLO 2:1 64 2 1 67 0.0 0.0
Lesson Total: 64 2 1 67 0.0 0.0
Appendix C
C-17

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
NSN (LIN) Total: 3,936 220 466 4,622 0.0 0.0

NSN (LIN): GO7020 (GO7020) Industry Standard Professional Computer

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
25U3B1CT / 3 TLO ( 1) 1:1 32 4 0 36 0.0 4.8
Lesson Total: 32 4 0 36 0.0 4.8
25U3B1L1 / 3 TLO 1:1 32 4 0 36 0.0 36.0
Lesson Total: 32 4 0 36 0.0 36.0

Training Support Equipment - Lessons

Expendable:
NSN (LIN): 113-74-02-1801 (ZX7030) Norton Utilities, Virus Detection Software

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
ROUT02B / B05C TLO ( 2) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
ROUT03B / B05C TLO ( 3) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
ROUT04B / B05C TLO ( 2) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
UNIX02B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
TLO ( 6) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 192 0 120 312 0.0 0.0
UNIX03B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
TLO ( 6) 1:1 32 0 20 52 0.0 0.0
Appendix C
C-18

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
TLO ( 7) 1:1 32 0 20 52 0.0 0.0
TLO ( 8) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 256 0 160 416 0.0 0.0
UNIX04B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 160 0 100 260 0.0 0.0
NSN (LIN) Total: 704 0 440 1,144 0.0 0.0
NSN (LIN): 113-74-03-2003 Microsoft Windows 98 Upgrade Version

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
ROUT02B / B05C TLO ( 2) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
ROUT03B / B05C TLO ( 3) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
NSN (LIN) Total: 64 0 40 104 0.0 0.0
NSN (LIN): 6730-00-753-5235 (S58765) SCREEN, PROJECTOR, MDL BM-23A 96X96

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
NEP05B / B05D TLO 0 0 1 1 0.0 2.5
TLO 0 0 1 1 0.0 2.5
Lesson Total: 0 0 2 2 0.0 5.0
NEP07B / B05D TLO 0 0 1 1 0.0 6.8
TLO 0 0 1 1 0.0 6.8
Lesson Total: 0 0 2 2 0.0 13.6
NEP08B / B05D TLO 0 0 1 1 0.0 3.0
TLO 0 0 1 1 0.0 3.0
Lesson Total: 0 0 2 2 0.0 6.0
NEP13B / B05D ELO A 0 0 1 1 0.0 2.7
ELO A 0 0 1 1 0.0 2.7
Lesson Total: 0 0 2 2 0.0 5.4
NEPCTB / B05D TLO 0 0 1 1 0.0 2.4
TLO 0 0 1 1 0.0 2.4
Lesson Total: 0 0 2 2 0.0 4.8
ROUT03B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
Appendix C
C-19

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
TLO ( 1) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 64 0 40 104 0.0 0.0
UNIX02B / B05C TLO ( 1) 1:20 2 0 1 3 0.0 0.0
TLO ( 1) 1:20 2 0 1 3 0.0 0.0
Lesson Total: 4 0 2 6 0.0 0.0
UNIX03B / B05C TLO ( 1) 1:20 2 0 1 3 0.0 0.0
TLO ( 1) 1:20 2 0 1 3 0.0 0.0
Lesson Total: 4 0 2 6 0.0 0.0
Remarks: TLO ( 1) 14.0
TLO ( 1) 14.0

UNIX04B / B05C TLO ( 1) 1:20 2 0 1 3 0.0 0.0
TLO ( 1) 1:20 2 0 1 3 0.0 0.0
TLO ( 2) 1:20 2 0 1 3 0.0 0.0
TLO ( 2) 1:20 2 0 1 3 0.0 0.0
Lesson Total: 8 0 4 12 0.0 0.0
NSN (LIN) Total: 80 0 58 138 0.0 34.8
NSN (LIN): 701000T025678 (90915N) PROJECTOR, DESKTOP MDL

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
NEP05B / B05D TLO 0 0 1 1 0.0 2.5
Lesson Total: 0 0 1 1 0.0 2.5
NEP07B / B05D TLO 0 0 1 1 0.0 6.8
Lesson Total: 0 0 1 1 0.0 6.8
NEP08B / B05D TLO 0 0 1 1 0.0 3.0
Lesson Total: 0 0 1 1 0.0 3.0
NEP13B / B05D ELO A 0 0 1 1 0.0 2.7
Lesson Total: 0 0 1 1 0.0 2.7
NEPCTB / B05D TLO 0 0 1 1 0.0 2.4
Lesson Total: 0 0 1 1 0.0 2.4
ROUT03B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 32 0 20 52 0.0 0.0
UNIX02B / B05C TLO ( 1) 1:20 2 0 1 3 0.0 0.0
Lesson Total: 2 0 1 3 0.0 0.0
UNIX03B / B05C TLO ( 1) 1:20 2 0 1 3 0.0 0.0
Lesson Total: 2 0 1 3 0.0 0.0
UNIX04B / B05C TLO ( 1) 1:20 2 0 1 3 0.0 0.0
TLO ( 2) 1:20 2 0 1 3 0.0 0.0
Appendix C
C-20

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
Lesson Total: 4 0 2 6 0.0 0.0
NSN (LIN) Total: 40 0 29 69 0.0 17.4
NSN (LIN): 701000T205000 (ZX7037) COMPUTER, PENT PROCESSOR

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
NEP05B / B05D TLO 1:1 32 0 1 33 0.0 2.5
Lesson Total: 32 0 1 33 0.0 2.5
Remarks: TLO Extra for the instructor

NEP06B / B05D TLO 1:1 32 0 1 33 0.0 2.2
Lesson Total: 32 0 1 33 0.0 2.2
NEP07B / B05D TLO 1:1 32 0 1 33 0.0 6.8
Lesson Total: 32 0 1 33 0.0 6.8
Remarks: TLO Extra for instructor

NEP08B / B05D TLO 1:1 32 0 1 33 0.0 3.0
Lesson Total: 32 0 1 33 0.0 3.0
NEP13B / B05D TLO 1:1 32 0 1 33 0.0 2.7
Lesson Total: 32 0 1 33 0.0 2.7
Remarks: TLO Extra for the instructor

NEPCTB / B05D TLO 1:1 32 0 1 33 0.0 2.4
Lesson Total: 32 0 1 33 0.0 2.4
Remarks: TLO Extra for instructor

ROUT03B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 64 0 40 104 0.0 0.0
UNIX01B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 96 0 60 156 0.0 0.0
UNIX02B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
TLO ( 6) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 192 0 120 312 0.0 0.0
Appendix C
C-21

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
UNIX03B / B05C TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
TLO ( 6) 1:1 32 0 20 52 0.0 0.0
TLO ( 7) 1:1 32 0 20 52 0.0 0.0
TLO ( 8) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 224 0 140 364 0.0 0.0
UNIX04B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 160 0 100 260 0.0 0.0
NSN (LIN) Total: 928 0 466 1,394 0.0 19.6
NSN (LIN): 7030-00-000-0002 (ZX7030) Application Software, (VIRTUAL PC) May be
server or client, etc.

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
TCPIP14B / B05C TLO 0 0 0 0 0.0 0.0
Lesson Total: 0 0 0 0 0.0 0.0
NSN (LIN) Total: 0 0 0 0 0.0 0.0
NSN (LIN): DC8905 CHAIR

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
NEP05B / B05D TLO 1:1 32 0 2 34 0.0 0.0
Lesson Total: 32 0 2 34 0.0 0.0
Remarks: TLO Extras for instructor and visitor

NEP07B / B05D TLO 1:1 32 0 2 34 0.0 0.0
Lesson Total: 32 0 2 34 0.0 0.0

NEP08B / B05D TLO 1:1 32 0 2 34 0.0 0.0
Lesson Total: 32 0 2 34 0.0 0.0
Remarks: TLO Extras for the instructor and visitor

NEP13B / B05D ELO A 1:1 32 0 2 34 0.0 0.0
Appendix C
C-22

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Total
OPTEMPO
Miles Hours
Lesson Total: 32 0 2 34 0.0 0.0
Remarks: ELO A Extras for the instructor and visitor

NEPCTB / B05D TLO 1:1 32 0 2 34 0.0 0.0
Lesson Total: 32 0 2 34 0.0 0.0

ROUT03B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 64 0 40 104 0.0 0.0
UNIX01B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 96 0 60 156 0.0 0.0
UNIX02B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
TLO ( 6) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 160 0 100 260 0.0 0.0
UNIX03B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 6) 1:1 32 0 20 52 0.0 0.0
TLO ( 7) 1:1 32 0 20 52 0.0 0.0
TLO ( 8) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 192 0 120 312 0.0 0.0
UNIX04B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
TLO ( 5) 1:1 32 0 20 52 0.0 0.0
Lesson Total: 160 0 100 260 0.0 0.0
NSN (LIN) Total: 832 0 430 1,262 0.0 0.0

Appendix C
C-23
Non-Expendable:
NSN (LIN): 113-74-04-0000 (GO0590) Network Cables and Accessories Components (NC)

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Max
OPTEMPO
Miles Hours
ROUT03B / B05C TLO ( 1) 2:1 64 0 40 104 0.0 0.0
TLO ( 3) 2:1 64 0 40 104 0.0 0.0
Lesson Max: 64 0 40 104 0.0 0.0
UNIX03B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 2) 1:1 32 0 20 52 0.0 0.0
TLO ( 4) 1:1 32 0 20 52 0.0 0.0
Lesson Max: 32 0 20 52 0.0 0.0
NSN (LIN) Max: 64 0 40 104 0.0 0.0
NSN (LIN): 113-74-05-2001 (ZX7035) Router, CISCO 2500

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Max
OPTEMPO
Miles Hours
ROUT03B / B05C TLO ( 3) 1:1 32 0 20 52 0.0 0.0
Lesson Max: 32 0 20 52 0.0 0.0
NSN (LIN) Max: 32 0 20 52 0.0 0.0
NSN (LIN): 411000T424357 (GO4357) WORKSTATION (DESK)

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Max
OPTEMPO
Miles Hours
NEP05B / B05D TLO 1:1 32 0 2 34 0.0 0.0
Lesson Max: 32 0 2 34 0.0 0.0

NEP07B / B05D TLO 1:1 32 0 2 34 0.0 0.0
Lesson Max: 32 0 2 34 0.0 0.0
Remarks: TLO Extras for instructor and visitor.

NEP08B / B05D TLO 1:1 32 0 2 34 0.0 0.0
Lesson Max: 32 0 2 34 0.0 0.0
Remarks: TLO Extras for the instructor and visitor

NEP13B / B05D ELO A 1:1 32 0 2 34 0.0 0.0
Lesson Max: 32 0 2 34 0.0 0.0
Remarks: ELO A Extras for the instructor and visitor

NEPCTB / B05D TLO 1:1 32 0 2 34 0.0 0.0
Lesson Max: 32 0 2 34 0.0 0.0

Appendix C
C-24

Lesson / Version

Step
Student
Ratio
Student
Quantity
Instructor
Quantity
Other
Quantity

Max
OPTEMPO
Miles Hours
ROUT03B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 0.0
TLO ( 3) 1:1 32 0 20 52 0.0 0.0
Lesson Max: 32 0 20 52 0.0 0.0
UNIX01B / B05C TLO ( 1) 1:1 32 0 20 52 0.0 3.2
TLO ( 2) 1:1 32 0 20 52 0.0 3.2
TLO ( 3) 1:1 32 0 20 52 0.0 3.2
Lesson Max: 32 0 20 52 0.0 9.6
NSN (LIN) Max: 32 0 20 52 0.0 217.8

Appendix C
C-25
Support Personnel Summary - Lesson

Support Personnel Title: 25U Enlisted or Civilian
Support Personnel Classification: A
School: (113) Signal Center and School

Lesson /
Version
Student
Quantity
Support
Personnel
Quantity
Man
Hours
25U3B1L1 / 3 4 2 0.0
Totals 4 2 0.0

Support Personnel Title: GS-1712 Training Specialist
Support Personnel Classification: Civilian
School: (113) Signal Center and School

Lesson /
Version
Student
Quantity
Support
Personnel
Quantity
Man
Hours
2KSRV02B /
B05C
2 1 1.0
2KSRV04B /
B05C
2 1 1.0
2KSRV06B /
B05C
2 1 1.0
2KSRV07B /
B05C
2 1 1.0
2KSRV08B /
B05C
2 1 1.0
2KSRV09B /
B05C
2 1 1.0
2KSRV12B /
B05C
2 1 1.0
2KSRV13B /
B05C
2 1 1.0
2KSRVCTB /
B05C
2 1 1.0
Totals 18 9 9.0

Appendix C
C-26
TADSS Summary - Lessons

Non-Expendable:
NSN: 113-621-31L10-0153 Projector, Overhead
Lesson / Version Step Student
Ratio
Student
Qty
Lesson
Qty
Support
Qty
Total Max
25U3B4CT / 4 TLO 1:16 2 0 1 3
Lesson Max 2 0 1 3
TADSS Max: 2 0 1 3
NSN: 113-621-31L10-0157 Screen, Projection
Ratio
Student
Qty
Lesson
Qty
Support
Qty
Total Max
25U3B4CT / 4 TLO 1:16 2 0 1 3
Lesson Max 2 0 1 3
TADSS Max: 2 0 1 3
NSN: 7110-01-Z85-3586 Smart Board, Smart Technologies, Model# 580 w/4 Pens, w/1 Eraser
Ratio
Student
Qty
Lesson
Qty
Support
Qty
Total Max
RNCOAIED /
1
TLO 1:16 2 0 0 2
Lesson Max 2 0 0 2
TADSS Max: 2 0 0 2
NSN: AVPRJ-PRJ-MULT PROJECTOR, MULTIMEDIA
Ratio
Student
Qty
Lesson
Qty
Support
Qty
Total Max
RNCOAIED /
1
TLO 1:16 2 0 0 2
Lesson Max 2 0 0 2
TADSS Max: 2 0 0 2
NSN: G07020 Industry Standard Professional Computer
Ratio
Student
Qty
Lesson
Qty
Support
Qty
Total Max
25U3B4CT / 4 TLO 1:16 2 0 1 3
Lesson Max 2 0 1 3
RNCOAIED /
1
TLO ( 3) 0 1 1 2
Appendix C
C-27
Ratio
Student
Qty
Lesson
Qty
Support
Qty
Total Max
Lesson Max 0 1 1 2
TADSS Max: 2 1 1 4

MRAD Headquarters Validation

Module: A / 001 Lesson: NEP13B / B05D

Step

Method of Instruction
Time of
Instruction
Instructor
to Student

ICH
Introduction Conference / Discussion 0.1 1:18 0.2
TLO ( 1) Conference / Discussion 0.7 1:18 1.4
TLO ( 2) Conference / Discussion 1.2 1:18 2.4
Summary Conference / Discussion 0.1 1:18 0.2

Lesson Subtotal:
2.1 4.2

MRAD Subtotal:
2.1 4.2
Module: A / 001 Lesson: 25U3C4CT / 3

Step

Time of
Instruction
Instructor
to Student

ICH
TLO ( 1) Test 4.0 4:32 16.0
TLO ( 2) Test Review 0.2 4:32 0.8

Lesson Subtotal:
4.7 18.8

MRAD Subtotal:
4.7 18.8

Module: A / 001 Lesson: 25U3C4L1 / 3

Step

Time of
Instruction
Instructor
to Student

ICH
ELO A ( 1) Conference / Discussion 0.4 4:32 1.6
ELO B ( 1) Conference / Discussion 0.6 4:32 2.4
ELO B ( 2) Demonstration/Practical Exercise (Hands-
on)
0.6 4:32 2.4
ELO C ( 1) Demonstration/Practical Exercise (Hands-
on)
1.1 4:32 4.4
ELO C ( 2) Conference/Practical Exercise 1.1 4:32 4.4
ELO D ( 1) Demonstration/Practical Exercise (Hands-
on)
1.0 4:32 4.0
ELO D ( 2) Demonstration/Practical Exercise (Hands- 0.6 4:32 2.4
Appendix C
C-28
Module: A / 001 Lesson: 25U3C4L1 / 3

Step

Time of
Instruction
Instructor
to Student

ICH
on)
on)
0.6 4:32 2.4
on)
0.6 4:32 2.4
ELO D ( 5) Practical Exercise (Performance) 2.0 4:32 8.0
ELO E ( 1) Demonstration/Practical Exercise (Hands-
on)
0.8 4:32 3.2
on)
0.6 4:32 2.4
on)
0.5 4:32 2.0
on)
0.5 4:32 2.0
on)
0.5 4:32 2.0
on)
0.5 4:32 2.0
on)
0.6 4:32 2.4
ELO F ( 1) Conference / Discussion 0.5 4:32 2.0
ELO F ( 2) Conference / Discussion 0.6 4:32 2.4
ELO G ( 1) Practical Exercise (Performance) 21.3 4:32 85.2

Lesson Subtotal:
36.0 143.4

MRAD Subtotal:
36.0 143.4

Module: B / 001 Lesson: 25U3B1L1 / 3

Step

Time of
Instruction
Instructor
to Student

ICH
on)
4.0 4:32 16.0
on)
4.0 4:32 16.0
on)
4.0 4:32 16.0
Appendix C
C-29
Module: B / 001 Lesson: 25U3B1L1 / 3

Step

Time of
Instruction
Instructor
to Student

ICH
ELO C ( 1) Practical Exercise (Hands-on) 5.0 4:32 20.0
ELO D ( 1) Practical Exercise (Hands-on) 2.0 4:32 8.0
ELO E ( 1) Practical Exercise (Hands-on) 2.0 4:32 8.0
ELO E ( 2) Practical Exercise (Hands-on) 1.3 4:32 5.2

Lesson Subtotal:
33.9 134.4

MRAD Subtotal:
33.9 134.4

Module: D / 001 Lesson: 25U3D2L1 / 3

Step

Time of
Instruction
Instructor
to Student

ICH
TLO ( 1) Conference/Demonstration 1.0 4:32 4.0
TLO ( 5) Conference/Practical Exercise 2.5 4:32 10.0

Lesson Subtotal:
8.0 31.8

MRAD Subtotal:
8.0 31.8
Totals - Time of Instruction - Lesson: 414.3 ICH - Lesson: 1,402.7
MRAD: 414.3 MRAD: 1,402.7
Delta: 0.0 0.0

Headquarters Memorandum

None
Appendix C
C-30
Memo of Transmittal

ATZH-DTM-C 29 June 2005

MEMORANDUM FOR Commander, US Army Training and Doctrine Command (TRADOC),
ATTN: ATTG-MP, Fort Monroe, VA 23651-5000

SUBJECT: Course Administrative Data (CAD) for Signal Systems Support Specialist, 101-
25U30, Phase 2, Resident.

1. Reference(s):

a. TRADOC Regulation 350-70, Systems Approach to Training Management, Processes and
Products, 9 Mar 99.

b. TRADOC Pamphlet 350-70-8, Total Army School System (TASS)/Training Requirements
Analysis System (TRAS), 1 Nov 96.

2. The reason for submission of this action is to increase Instructor Contact Hours for
Information Technology Module and add hands-on training on AN/PRC-150 High Frequency
Radios.

3. Explanation of training strategy or other additional information needed to support this
submission: 25U BNCOC students will receive additional instruction and hands-on in Tactical
Satellites (TACSAT) communications utilizing the AN/PRC-150 High Frequency Radios.
Increased Instructor Contact Hours (ICH) is due to this addition of training as well as upgraded
training in the area of Information Technology.

4. Identification of CAD and POI which this course supports:

a. ITP - Date of last TRADOC validated ITP: 05 Apr 00

b. CAD - Date of last TRADOC validated CAD: 20 May 04.

c. POI - Date of last TRADOC validated POI: 17 Sep 04.

5. Course specific data is as follows:

a. This phase has course growth. See attached document.

b. This CAD is effective for First Quarter FY 06 and out with a proposed training start date
of 1 Oct 05.

c. This phase is not contractor taught.
Appendix C
C-31

d. This phase is not Interservice Training Requirements Organization (ITRO).

e. This course is not a refresher course.

f. This course is not a transition course.

g. Skill Code data: 25U30

h. Specific Course data and changes:

FROM TO

(1). Length: 12 Weeks 2 Days NC

(2). Class Sizes (Max/Opt/Min): 32/32/20 NC

(3). Instructor Contact Hours (ICH): 869.0 1402.7

(4). Academic Hours: 471.0 414.3

(5). Student/Instructor Ratio: Not Required.

(6). Estimated Student Input: Not Required.

(7). Class Frequency: Not Required.

6. Ammunition, Equipment and Facility summary - projected requirements:

a. Additional Equipment Required: AN/PRC - 150 High Frequency Radios, NSN 5820-01-
492-3628,

Quantity - 16 (NOTE: No requirement for additional ammunition or facilities.)

7. Required documentation and coordination:

a. Justification for course growth. See attached document.

b. USARC and NGB concurrences are included: Not Required.

c. Training location if different from proponent location: Not Required.

d. Out of cycle justification: Not Required.

e. Instructor Contact Hours Worksheet: Not Required.

Appendix C
C-32
8. A reclama is not included.

Encls MICHAEL A. CORDES
COL, SC
Director, Directorate of Training

Appendix D
Lesson Plan
D-1
Network Management and Security
NEP13B / Version B05D
31 Oct 2005
SECTION I. ADMINISTRATIVE DATA
All Courses
Including This
Lesson
Course Number Version Course Title
531-25B30 B05B Information Systems Operator-Analyst Basic
NonCommissioned Officer Course
(BNCOC)
101-25U30 RES5 Signal Support Specialist (BNCOC)
Task(s)
Taught(*) or
Supported
Task Number Task Title

INDIVIDUAL
113-580-0056 (*) Troubleshoot Local Area Network (LAN)
113-580-7128 (*) Supervise the Configuration of an AIS to Operate on a
Network
113-581-8004 (*) Verify configuration of Router for the Tactical High-Speed
Data Network

COLLECTIVE
11-6-8121 Establish a Local Area Network (LAN)
Reinforced
Task(s)
Task Number Task Title

Academic
Hours
The academic hours required to teach this lesson are as follows:
Resident
Hours/Methods
2 hr 5 mins / Conference / Discussion
0 hr / Practical Exercise (Written)
Test 0 hrs
Test Review 0 hrs
Total Hours: 2 hrs 5 mins
Test Lesson
Number
Hours Lesson No.
Testing
(to include test review) 2 hrs 30 mins IANETCTB version B05C
Prerequisite
Lesson(s)
Lesson Number Lesson Title
NEP01B What is a Computer Network?
NEP02B Network Topology
NEP03B Network Hardware
NEP04B Ethernet Technologies
Appendix D
Lesson Plan
D-2
NEP05B Token Ring, FDDI, and Other LAN Technologies
NEP06B Serial Protocols, 802.2, LLC, NetBIOS, NetBEUI
NEP07B TCP/IP Protocols
NEP08B Switching and Routing
Clearance
Access

Security Level: Unclassified
Requirements: There are no clearance or access requirements for the lesson.

Foreign
Disclosure
Restrictions

FD5. This product/publication has been reviewed by the product developers in
coordination with the Fort Gordon foreign disclosure authority. This product is
releasable to students from all requesting foreign countries without restrictions.

References
Number

Title

Date
Additional
Information
ISBN 0735609128 Networking Essentials
Plus (3rd Edition)
01 Jan 2000
Student Study
Assignments
None
Instructor
Requirements

Graduate of 25B, 25D, 25U MOS school.
TAITC graduate.
N+ Certification Recommended.
BNCOC, ANCOC Graduate.

Additional
Support

Name
Stu
Ratio

Qty

Man Hours
Personnel
Requirements
None
Equipment
Required
Id
Name
Stu
Ratio
Instr
Ratio

Spt

Qty

Exp
for Instruction
6730-00-753-5235
SCREEN, PROJECTOR, MDL BM-23A
96X96
No 1 Yes

701000T025678
PROJECTOR, DESKTOP MDL
No 1 Yes

7025-00-000-0000
DESK, COMPUTER WORKSTATION
2:1 1:1 No 65 Yes

7025-01-248-4317
COMPUTER DESKTOP
1:1 1:1 No 33 No

7035-00-000-0004
NETWORKING: HUB
No 1 Yes

7035-00-000-0006
Power Supply: Uninterruptible (UPS)
1:1 1:1 No 33 No
Appendix D
Lesson Plan
D-3

7110-01-Z85-2272
Podium, Electronic Instructor
No 1 No

7125-00-641-5436
CABINET, STORAGE
No 1 Yes

CABLE - NETWORK
10BASET NETWORK CABLES WITH
RJ-45 CONNECTORS (Straight-through)
1:1 1:1 No 33 No

DC8905
CHAIR
2:1 1:1 No 65 Yes

ETHERNET HUB
HUB, ETHERNET
No 1 No

WHITEBOARD
Industry Standard Whiteboard
No 1 Yes
* Before Id indicates a TADSS
Materials
Required
Instructor Materials:
-Lesson plan
-(ALS) reference text book
-Slide show presentation
-Visitor desk materials to include: Lesson plan, class roster, seating chart, weekly
training schedule, textbook/handout and practical exercises

Student Materials:
-Pencil or pen
-notebook paper
-(ALS) reference text book w/ appropriate LAB Manuals.

Classroom,
Training Area,
and Range
Requirements
GEN INST BLDG, 73370 SF, 30 PN
Ammunition
Requirements

Id Name

Exp
Stu
Ratio
Instr
Ratio
Spt
Qty

None
Instructional
Guidance
NOTE: Before presenting this lesson, instructors must thoroughly prepare by
studying this lesson and identified reference material.
NOTE1: All lesson plans, slide shows and lab material are "From the Academic
Learning Series by Microsoft Press. Reproduced by permission of Microsoft
Press. All rights reserved."

NOTE2: All times indicated in TIME OF INSTRUCTION sections are academic
hours; where 1 academic hour is equal to 50 minutes.

Ensure all required materials and equipment is present and operational.
Appendix D
Lesson Plan
D-4

Proponent
Lesson Plan
Approvals
Name
CALLAHAM, LISA
D.
Rank
GS-12
Position
Chief, TDB, SIT
Date
31 Oct 2005

CRUZ, HECTOR GS-12 NCOES Course Manager,
SIT
31 Oct 2005

FRANK, MITCHELL GS-12 Chief, TDB, NCOA 31 Oct 2005

Williams, David GG-13 FD OFFICER 27 Jun 2007

Appendix D
Lesson Plan
D-5
SECTION II. INTRODUCTION
Method of Instruction: Conference / Discussion
Time of Instruction: 5 mins
Media: Large Group Instruction
Motivator

As a System Administrator, it is important to know how to isolate, identify,
prioritize and resolve network problems with the appropriate tools. This skill will
allow you to determine when and what to do in the event your network develops
problems. A knowledge of sources that offer expert assistance for network
troubleshooting is invaluable should network problems become too complex to
handle.

Terminal
Learning
Objective

NOTE: Inform the students of the following Terminal Learning Objective
requirements.
At the completion of this lesson, you [the student] will:

Action:

Identify the means to provide network management and security.

Conditions:

Given academic instruction, reference materials, practical exercise,
PC, Network + Fundamentals and Certification - Russell Hillpot &
Michael Ivy and a website address: ensemble.ciscolearning.org.

Standards:

Is met when students can identify means to provide network
management and security.

Safety
Requirements

Students will be reminded of the Army Safety Program and its relationship to their
conduct and performance at all times. All aspects of safety will be considered, to
include equipment, electrical shock, wet floors, lifting and carrying equipment,
running up and down stairs, horseplay, or anything else that could result in death
and/or injury.

Risk
Assessment
Level

Low Due to a classroom environment

Environmental
Considerations

NOTE: It is the responsibility of all Soldiers and DA civilians to protect the
environment from damage.
There are no environmental considerations pertaining to this block of instruction.

Appendix D
Lesson Plan
D-6

Evaluation

At the completion of these series of lessons the student will be given an end of
section test.

Instructional
Lead-In

In this block of instruction, we will learn to understand networking problems, the
different tools used to resolve these problems, and where to find outside help for
more complex networking problems.

SECTION III. PRESENTATION

1. Learning Step / Activity 1. Isolate the Problem
Instructor to Student Ratio: 1:18

Show Slides |1-3|
1. Troubleshooting
A. Overview
1. Most difficult task computer professionals face.
2. Computer never seems to fail at a convenient time.
3. Pressure to fix the problem immediately is intense.
4. It is essential to isolate the true cause of the problem from irrelevant factors.
5. After the problem has been diagnosed, locating resources and following the
procedures required to correct the problem are straightforward.
6. More of an art form than an exact science.
7. Must approach the problem systematically.
8. Look for the cause, not the symptoms.
9. Focus on the things that might be the cause of the problem.
10. Eliminate as many alternative causes as possible.

Instructor Note While many different methodologies exist, it is important to evaluate solutions in
a logical manner, and to document the results of each attempt.

Show Slide|4|
B. Step 1: Defining the Problem
1. First phase is the most critical, yet most often ignored.
2. Without a complete understanding of the entire problem, a great deal of time can
be spent working on the symptoms, without getting to the cause.
3. Client or network user is the best source of information.
Appendix D
Lesson Plan
D-7
4. Daily users probably recall the events that led up to the failure.
5. List the sequence of events before the failure.
6. Ask users what the network is doing or not doing that makes them think it is not
functioning correctly.
7. User observations can be clues to the network problem.
a. The network is really slow.
b. I cannot connect to the server.
c. I was connected to the server, but I lost the connection.
d. One of my applications will not run.
e. I cannot print.

Instructor Note Discuss ways to narrow focus by reviewing the questions and possible solutions
on page 494.

C. Step 2: Isolating the Cause
1. Isolate the problem.
2. Eliminate the most obvious problems and work toward the more complex and
obscure.
3. Narrow search down to one or two general categories.
4. Observe the failure first-hand.
5. Have someone demonstrate the failure.
6. If it is not an operator-induced problem, it is important to observe how it is
created, as well as the results.
7. The most difficult problems to isolate are those that are intermittent.
8. Re-create the set of circumstances that cause the failure.
9. Sometimes eliminating causes that are not the problem is the best approach.
10. This process takes time and patience.

Instructor Note Change only one thing at a time. Document the results. If the problem is not
solved, return the device to the state that it was in before the latest trial solution.

D. Step 3: Planning the Repair
1. Create a planned approach to isolating the problem based on obtained
knowledge.
2. Follow the designed plan.
3. Jumping ahead and randomly trying things out of order can often lead to
problems.
4. If the first plan is not successful, create a new plan based on what was
discovered with the previous plan.
5. Reassess any assumptions made in the previous plan.
6. Once the problem is located, either repair the defect or replace the defective
component.
7. If it is a software problem, be sure to record the before and after changes.
E. Step 4: Confirming the Results
Appendix D
Lesson Plan
D-8
1. No repair is complete without confirmation that the job has been successfully
concluded.
2. Make sure that the problem no longer exists.
3. Ask the user to test the solution and confirm the results.
4. Make sure the fix did not generate new problems.
F. Step 5: Documenting the Outcome
1. Documenting the problem and repair produces invaluable information.
2. There is no substitute for experience in troubleshooting, and each new problem
presents an opportunity to expand that experience.
3. Keeping a copy of the repair procedure in the technical library can be useful if
the problem occurs again.
4. Changes made can affect the baseline.
5. Might need to update the network baseline in anticipation of future problems and
needs.
2. Segmenting the Problem
A. Overview
1. Divide the network into smaller parts to isolate the cause of the problem.
2. Isolating or removing a portion of the network will help to get the rest of the
network up and operational again.
3. If removing a portion solved the problem for the rest of the network, the search
for the problem can be focused on the part that was removed.
4. Ask whether the problem stems from the hardware or the software.
B. Hardware
1. If it is a hardware problem, start by looking at only one segment of the network,
then at only one type of hardware.
2. When assessing hardware performance problems, use the information obtained
from the hardware baselines to compare against the current symptoms and
performance.
3. Check hardware and network components including:
a. NICs
b. Cabling and connectors
c. Clients/workstations
d. Connectivity components such as repeaters, bridges, routers, brouters, and
gateways
e. Hubs
f. Protocols
g. Servers
h. Users

3. Isolating the Problem
A. Rank the list of possible causes in order from the most likely to least likely cause of the
problem.
Appendix D
Lesson Plan
D-9
B. Select the most likely candidate from the list of possible causes, test it, and see if that is
the problem.
C. Start from the most obvious and work to the most difficult.

Instructor Note Ability to rank possible causes comes with experience, although using automated
knowledge bases can help.

4. Setting Priorities
A. A fundamental element in network problem solving.
B. Everyone wants his or her computer fixed first, so setting priorities is not an easy job.
C. Simplest approach is to prioritize on a first come, first served basis.
D. Some failures are more critical to resolve than others.
E. Assess the problems impact on the ability to maintain operations.

NOTE: Conduct a check on learning and summarize the learning activity.

2. Learning Step / Activity 2. Identify Troubleshooting Tools
Instructor to Student Ratio: 1:18
Time of Instruction: 1 hr 10 mins

Show Slide |5|
1. Hardware Tools
A. Overview
1. Once were very expensive and difficult devices to use, but today they are less
expensive and easier to use.
2. Helpful in identifying performance trends and problems.
B. Digital Voltmeters
1. Also called volt-ohm meter.
2. Primary all-purpose electronic measuring tool.
3. Standard equipment for any computer or electronic technician.
4. Can reveal far more than just the amount of voltage passing through resistance.
5. Network administrators most important function is to confirm source voltage
for the network equipment.
6. Low voltage often causes intermittent faults.
7. Voltage that is too high can cause immediate damage to the equipment.
8. Voltmeters can determine if:
a. Cable is continuous (has no breaks).
b. Cable can carry network traffic.
c. Two parts of the same cable are exposed and touching (thereby causing
shorts).
d. Exposed cable is touching another conductor, such as a metal surface.
Appendix D
Lesson Plan
D-10

Instructor Note With any new location or new construction, it is important to check the outlet
voltage before connecting any electronic equipment in order to verify that it is within an acceptable
range.

Show Slide|6|
C. Time Domain Reflectometers (TDRs)
1. Send sound pulses similar to sonar along cables to locate breaks, shorts, or
imperfections.
2. Network performance suffers when the cable is not intact.
3. Problem is analyzed and the results are displayed.
4. Can locate a break within a few feet of the actual separation in the cable.
5. Used heavily during the installation of a new network and invaluable in
troubleshooting and maintaining existing networks.
6. Requires special training, and not every maintenance department will have this
equipment.
D. Advanced Cable Testers
1. Work beyond the physical layer of the OSI model in the data-link layer, network
layer, and even the transport layer.
2. Also display information about the condition of the physical cable.
2. Software Tools
A. Network Monitors
1. Software tools that track all or a selected part of network traffic.
2. Examine data packets and gather information about packet types, errors, and
packet traffic to and from each computer.
3. Useful for establishing part of the network baseline.
4. After the baseline has been established, it is possible to troubleshoot traffic
problems and monitor network usage to determine when it is time to upgrade.
B. Protocol Analyzers
1. Also called network analyzers; perform real-time network traffic analysis using
packet capture, decoding, and transmission data.
2. Network administrators who work with large networks rely heavily on the
protocol analyzer.
3. Used most often to monitor network interactivity.
4. Look inside the packet to identify a problem.
5. Have built-in TDRs.
6. Generate statistics based on network traffic to help create a picture of the
network, including:
a. Cabling
b. Software
c. File servers
d. Workstations

Appendix D
Lesson Plan
D-11
SECTION IV. SUMMARY
Check on
Learning

Determine if the students have learned the material presented by soliciting student
questions and explanations. Ask the students questions and correct
misunderstandings.

Review /
Summarize
Lesson

The TLO for this lesson was:

Identify the means to provide network management and security.

SECTION V. STUDENT EVALUATION
Testing
Requirements
NOTE: Describe how the student must demonstrate accomplishment of the TLO.
Refer student to the Student Evaluation Plan.
Feedback
Requirements
NOTE: Feedback is essential to effective learning. Schedule and provide
feedback on the evaluation and any information to help answer students' questions
about the test. Provide remedial training as needed.

Appendix A - Viewgraph Masters
Multi Media Attached! Click here and then press F9 to view.

Appendix B - Test(s) and Test Solution(s) (N/A)

Appendix C - Practical Exercises and Solutions (N/A)

Appendix D - Student Handouts (N/A)
Multi Media Attached! Click here and then press F9 to view.
Appendix E
Course Management Plan (CMP)
E-1

For

Signal Support Systems Specialist
Basic Noncommissioned Officer Course
(BNCOC)

101-25U30

July 2005


Basic Noncommissioned Officer Course (BNCOC)
For use as:
A standalone course conducted by the U. S. Army Signal Center &
School, Regimental Noncommissioned Officers Academy and The
Army School System (TASS) Battalions.

Appendix E
E-2
101-25U30

July 2005

This CMP
Contains

TABLE OF CONTENTS
Chapter/Page
Preface

Purpose
TOC-3
Applicability TOC-3
Supersedes CMP TOC-3
Proponent TOC-4
Comments and Recommendations TOC-4
Foreign Disclosure (FD) Restrictions TOC-4
Course Management Plan Approval TOC-4
Chapter 1
Course Structure 1
Course Overview 2
Course Map/Training Sequence 3
Training Synopsis 9
Student Eligibility and Course Prerequisites 10
Height and Weight Standards 11
Supplementation 11
Enrollment Requirements 11
Nonacademic Requirements 12
Chapter 2

SGL/Instructor to Student Ratio 1
Course Manager Guidance Responsibilities 1
SGL/Instructor Grade & Experience Requirements 2
SGL/Instructor Certification Requirements 3
SGL/Instructor Guidance 3
Student Counseling Requirements 4
Student Academic Records 6
Service School Academic Evaluation Report (AER) 7
Student Recognition 7
Student Guidance 7
End of Course Critique (EOCC) 8

Chapter 3

Control Procedures for Student Measurement Instruments
(Test) 1
Test Control Officer (TCO) Requirements 1

Appendix E
E-3
Security of Test Components 2
Security of Electronic Media Test Components 3
Actions for Loss, Compromise, or Possible Compromise 3
Scheduling Written Exam 4
Open-Book Written Examinations 4
Test Standards 4
Evaluating Results of Written Exam and Performance Tests
5
After Action Review (AAR) 5
Destruction, Transfer and Loan of Sensitive Test Materials 6
Test Administration 6
Chapter 4
Program of Instruction 1
Training Material/Equipment 1
Facility Requirements 1
References 2
Appendix A
SH-1, Student Evaluation Plan (SEP) for 25U BNCOC A-3
SH-1 Enclosure 1 Academic Grading and Test Plan A-9
SH-1 Enclosure 2 DA Form 1059, Service School Academic
Evaluation Report A-21
Appendix B
Program of Instruction B-1

Appendix E
E-4

Gender
Disclaimer

Unless this Course Management Plan (CMP) states otherwise, masculine
nouns and pronouns do not refer exclusively to men.

PREFACE

Purpose

This Course Management Plan (CMP) serves as a single source document
that will assist in the administration of the Advanced and Basic
Noncommissioned Officer Courses. It provides the Course Manager and
the Small Group Leaders (SGLs)/ Instructors information needed to conduct
the training as prescribed by the associated training materials. It also
provides information students will need to meet their responsibilities for
learning and successful completion of the course. Training organizations
must obtain an exception to policy from the proponent to modify this CMP.
Training organizations may use this CMP in developing their standing
operating procedures. Training Support Packages (TSPs) can be used to
provide: training on one or more than one task, one or more than one lesson
plan for resident training, all training materials for implementing a complete
course at a remote site, and awareness training material that can be in one or
more media. TRADOC Regulation 350-70 explains TSPs, lesson plans, and
course management plans (CMP) formats and components. The Army
School System (TASS) Battalion will use the CMP when providing
individual training for non-resident (RC & NG) soldiers.

(TRADOC 350-70, Appendix E)

Applicability

BNCOC (25U30) is required by the NCOES for permanent promotion to
Staff Sergeant and is designed to provide the individual soldier the skills
required to perform at Skill Level 3. The course provides training on
critical tasks identified by the Critical Task Site Selection Board for training
during BNCOC.

This CMP applies to the United States Army Signal Center & Fort Gordon
Regimental Noncommissioned Officer Academy and all Total Army School
System (TASS) training organizations training Active Army, the Army
National Guard (ARNG), and the U.S. Army Reserve (USAR).

If there is a conflict between this CMP and the 25U30 BNCOC POI, follow
the POI and notify the proponent of the difference.

Supersedes
CMP

This CMP is an original document and does not supersede any other edition.

Appendix E
E-5

Proponent

The proponent for this CMP is the Signal Corps Regimental
Noncommissioned Officer NCO Academy.
Point of Contact (POC) Numbers: DSN 780-6057/6061
Commercial (706)-791-6057/6061
E-mail: frankm@gordon.army.mil

Comments and
Recommendations

Send e-mail messages to the above listed e-mail address or send
comments and recommendations on DA Form 2028 (Recommended
Changes to Publications and Blank Forms) directly to:
Commander
United States Army Signal Center
ATTN: ATZH-LCA-C
Fort Gordon, GA 30905-5200
Attn: Chief, Training Development

Foreign Disclosure
(FD) Restrictions

The product developers in coordination with the USASC&FG foreign
disclosure authority have reviewed this product. This product is
releasable to students from all requesting foreign countries without
restrictions.

Course
Management
Plan Approval

The following individuals have reviewed and approved this Course
Management Plan for publication and implementation into the Basic
Noncommissioned Officer Course (BNCOC).

Name/Signature Rank Title Date Signed
MITCHELL C. FRANK GS-12 Chief, Training Development

WILLIAM J. MYERS GS-13 Chief of Training

RODERICK D. JOHNSON CSM Commandant

1 Aug 05
1 Aug 05
1 Aug 05
Appendix E
E-6

CHAPTER 1

Course
Structure

BNCOC provides soldiers selected for promotion to Staff Sergeant with an
opportunity to acquire the leader technical and tactical values, attributes,
skills, and actions (VASA) needed to perform mission assigned tasks.

The course Program of Instruction (POI) is divided into modules. Each
training module is designed to include the skills and knowledge required to
train soldiers to perform specific tasks. Course phase, modules, and
lessons requiring specific sequencing will be identified in the Course Maps.
Lesson plans outline management guidance and lesson content for the
instructors use in the presentation of information and the development of
skills used to perform a task, subtask or supporting skill. Practical
exercises (PE) will be used with some lessons to emphasize and reinforce
skills and knowledge gained in preceding lessons. Examinations shall be
administered IAW with this Course Management Plan to ensure learning
took place. Examinations will be designed to test the skills developed and
the knowledge acquired during that module. The examinations may
include skills and knowledge acquired in preceding modules if they are
applicable to or support the skills and knowledge being examined.

(Ref: AR 350-1, Chapter 3 para 3-48 and TRADOC 350-10,
Chapter 5, para 5-5)

Study Assignments (SA) may be required in order to complete the course.
The SA would be a self-development responsibility of the student. All
required SA work will be completed prior to starting work on any practical
exercises associated with the lesson. Implementing training organizations
may choose to conduct this training in a group SGI setting.

Course
Overview

a. Resident School and TASS Battalions shall implement a BNCOC Field
Training Exercise or Situational Training Exercise (FTX/STX) (minimum
of 72 hours continuous operation) conducted prior to the end of Phase II.
The end of course FTX/STX serves as a culminating event and will evaluate
(GO/NO-GO) the soldiers leadership and survival skills in an operational
environment. Implementing organizations should include in the evaluations
during their FTX/STX the soldiers ability to lead and perform the
following tasks.

Conduct a Tactical Road March
Occupy an Assembly Area
Apply Troop leading Procedures
Appendix E
E-7
Move Tactically
Direct Reacting to NBC Attack
Consolidate and Reorganize
Direct Reacting to Contact
Direct Reacting to Indirect Fire
Direct Reacting to Ambush
Defend
Conduct Continuous Operations

b. The 25U30 POI is divided into seven training modules containing the
following subject areas:

MODULE A Computer Technology
MODULE B - TACSAT
MODULE C ABCS
MODULE D Common Signal Subjects
MODULE E Combat Communications Planning

Appendix E
E-8

Course Map

This section discusses the course map. This course map depicts the designed
sequence of presentation for the MOS Technical Training BNCOC
established during course design.

The Course is normally completed in the order shown above. However,
DA/TRADOC may authorize a waiver of this requirement.

101-25U30 Phase Map
Phase 1
Phase 2
Graduation
Appendix E
E-9

101-25U30 Module Map

There is no mandatory sequence for the modules taught in 101-25U30 BNCOC.
Sequencing of modules can be shifted to meet scheduling needs of the
implementing organization.

Module
A

Module
B

Module
C

Module
D

Module
E
Appendix E
E-10

101-25U30 BNCOC Lesson Map Module A
Computer Technology

* See breakout - Lessons in this module will be taught in the order shown above.
*TIMSB05C
TIMSCTB B05C
ROUTCTB B05C
*2KSRVB05C
2KSRVCTB B05C
*UNIXB05C
UNIXCTB B05C
TCPIPCTB B05C
*ROUTB05C
25U3C4L1
25U3C4CT
*NEPB05C
NEPCTB B05C
*TCPIPB05C
Appendix E
E-11

TCPIP03B
TCPIP04B
NEP08B
NEP13B
TEST
TCPIP01B
TCPIP02B
NEP06B
NEP07B
NEP01B
NEP02B
NEP03B
NEP04B
NEP05B
ROUT05B
ROUT06B
TEST
ROUT01B
ROUT02B
ROUT03B
ROUT04B
TCPIP14B
TCPIP16B
TCPIP05B
TCPIP06B
TCPIP08B
TCPIP10B
TCPIP11B
TEST

2KSRV07B
2KSRV08B
2KSRV09B
2KSRV12B
2KSRV13B
2KSRV04B
2KSRV06B
ROUT07B
ROUT08B
TEST
2KSRV01B
2KSRV02B
2KSRV
B05C
ROUT
B05C
Continued
NEPB05C
TCPIP
B05C
Appendix E
E-12

TIMS08B
TIMS09B
TIMS03B
TIMS04B
TIMS05B
TIMS06B
TIMS07B
TIMS01B
TIMS02B
UBIX01B
UBIX02B
UBIX03B
UBIX04B
TEST

TIMS17B
TIMS18B
TIMS19B
TIMS20B
TEST
TIMS15B
TIMS16B
TIMS10B
TIMS11B
TIMS12B
TIMS13B
TIMS14B
To Next
Module
UNIX
B05C
TIMS
B05C
Continued
Appendix E
E-13

101-25U30 BNCOC Lesson Map Module B
TACSAT

* and ** may be presented in any order
* presented in the order shown with CT following associated lesson.
** presented in the order shown with CT following associated lesson.

101-25U30 BNCOC Lesson Map Module C
ABCS

Lessons in this module will be taught in the order shown above.

25U3C2L1
25U3C3CT
25U3C1L1
*25U3B1L1
*25U3B1CT
**25U3B4CT
**25U3B2L1

Appendix E
E-14

101-25U30 BNCOC Lesson Map Module D
Common Signal Subjects

* Lessons presented in the order shown above.
** Lesson may be presented at beginning or end of module

*25U3D3CT
*25U3D1L1
*25U3D2L1
**25U3D4L1
Appendix E
E-15

101-25U30 BNCOC Lesson Map Module E
Combat Communications Planning

* Lessons in this module will be taught in the order shown above.
** and *** presented in the order shown

Training
Synopsis

Refer to Student Evaluation Plan (Appendix A, enclosure 1) and POI
(Appendix B) for an explanation of phase/module sequencing. Correlation
of POI number and lesson description may be obtained utilizing these
resources associated with this course.

Student
Eligibility
and Course
Prerequisites

a. Attendees to BNCOC must meet the following eligibility criteria:

Soldiers must meet enlistment requirements.
Have not previously received promotion point credit for the course.
Meet physical fitness and height/weight standards outlined in AR 350-
15 and AR 600-9 upon enrollment.

b. Attendees to BNCOC must meet the following mandatory prerequisites:
*25U3E1L1
*25U3E2L1
*25U3E3L1
*25U3E3CT
**RNCOAIED
***RNCOAFTX
Appendix E
E-16

Active Army or Reserve Component enlisted soldier who meets
enlistment requirements.
Selected by Human Resource Command (HRC), Active Army or
selected by appropriate promotion authority for Reserve Component;
NCOES for non-promotables.
Staff Sergeant or promotable Sergeant.
Qualified in his/her MOS.
Soldiers over 40 Years old must complete the required Over-40
Cardiovascular Screening and receive final medical clearance prior to
attending.
Meet requirements outlined in AR 350-1, TRADOC Reg. 350-10, and
TRADOC Reg. 350-18.
Successfully completed PLDC at least six months prior to start date.
No permanent profile that prohibits meeting graduation requirements.

NOTE: Per DA Message DTG: 171421Z Dec 03, USASMA
Clarification (http://usasma.bliss.army.mil/qao/lastest.htm),
This message is provided for further clarification of the
following paragraph. Combat Operations applies to those
Soldiers conducting operations in Iraq. Global War On
Terrorism (GWOT) Deployment applies to those Soldiers
conducting operations in Kuwait and Afghanistan.

Primary Military Education (PME). The APFT requirement is waived for
Soldiers returning from combat operations/GWOT deployment, reporting
directly to a PME course (includes NCOES) with 30 or fewer training days.
School commandants will ensure Soldiers returning from combat
operations/GWOT deployment, reporting directly to a PME course for more
than 30 training days, meet the APFT standards prior to graduation.

Height and
Weight
Standards

All students must meet height and weight standards in accordance with AR
600-9 to enroll into the course. All students will weigh-in during
inprocessing. If a student exceeds the screening table weight, the NCO
Academy or TASS Battalion will administer the tape test IAW AR 600-9.
If the student exceeds the body fat standards, the student will be denied
enrollment. The Commandant will deny enrollment, and will notify the first
general officer in the students chain of command. Additionally, the
Commandant may direct that any student weigh-in at any time during the
course. Should the student exceed the body fat standards, the Commandant
will process the student for dismissal.
(Ref: TRADOC Regulation 350-10, para 2-6c and AR 600-9)
Appendix E
E-17

Supplementation

Commandants may not supplement these mandatory prerequisites
requirements.
(Ref: AR 350-41, Chapter 9, para 9-5d; AR 350-1, Chapter 3, para 3-8 thru
3-11; AR 614-200; AR 635-200, para 5-14; TRADOC Regulation 350-
10,Chapter 2, para 2-6a - d, TRADOC 350-18, Chapter 3, para 3-24, and
DA MSG, R 251850Z JUL 01, DA WASHINGTON DC//DAMO-TR
SUBJECT: Clarification and Reinforcement of Army Training Policies)

Enrollment
Requirements

1. Soldiers reporting for training must have in their possession a completed
and properly signed Unit Pre-execution Checklist (signed by the soldier and
his/her commander). The Unit Pre-execution Checklist is located at
Appendix H, TRADOC Regulation 350-18 and the RNCOA Homepage
http://www.gordon.army.mil/rncoa/default.htm . Soldiers reporting for
training without a signed checklist will have 72 hours from the report date to
provide the signed checklist and any supporting attachments. IDT students
will have until the Saturday of the second MUTA-4 (or day three of the
POI). Students failing to meet this requirement will return to their unit.

2. Students with a permanent designator of 3 or 4 on the PULHES block
must include a copy of DA Form 3349 and the results of the Soldier's
military medical review board (MMRB) as part of course application.
Soldiers who have been before an MMRB, or similar board, awarded
medical limitations and allowed to retain their occupational classification,
will be allowed to attend appropriate courses and train within the limitations
of their profile - provided they can otherwise meet course prerequisites and
graduation requirements.

3. For students with permanent profiles, their profile must include an aerobic
event. Soldiers with permanent profiles that permit an alternate event must
meet course graduation requirements.

4. Do not enroll Soldiers with temporary profiles, other than shaving profiles
(excepted as noted below). For Soldiers diagnosed as pregnant after
enrollment, the attending physician must make a determination if continuing
the course would be harmful to the pregnant Soldier. Pregnant Soldiers must
provide a copy of the attending physicians recommendation. A Soldier
medically dismissed for pregnancy after enrollment will be eligible to return
to the course when the condition that led to the medical dismissal no longer
exists. (Ref: TRADOC 350-10, Chapter 2, para. 2-6d).

NOTE: IAW ALARACT 140/2004 Subject: Selection and
Scheduling of Soldiers for Army Schools, paragraph 6: Soldiers
with temporary medical profiles due to participation in OIF/OEF
will be permitted by their immediate commanders to attend PME
Appendix E
E-18
(includes NCOES) within the guidelines of their temporary profile.
Soldiers must arrive at the aforementioned courses of instruction
with a copy of their current temporary profile and a memorandum
signed by their commander stating the temporary profile is a result
of injuries sustained due to participation in OIF/OEF.

5. Deny enrollment to Soldiers failing to meet any one of the above
prerequisites.

Nonacademic
Requirements

The following provides a brief description of administrative non-academic
activities required during the course. They are not POI training requirements
or supported by Instructor Contact Hours (ICH).

Activity Synopsis

In-processing/
Weigh-in

Students shall undergo In-processing, weigh-in, and turn in medical
screenings before the course starts. They will receive a briefing on the
Student Evaluation Plan and its location for individual review, lesson
Advance Sheets, Independent Study Assignments (lessons), and required
publications.

Commandant's
Orientation

This allows for the Commandant's welcome, orientation, and briefing on
local Standing Operating Procedures (SOPs). This includes a safety
briefing, standards of conduct expected while attending the course, and
introduction of the staff and faculty. It will also include graduation
requirements. The local academy commandant will develop this briefing.

Introduction to
BNCOC

SGLs/instructors conduct this session in the group rooms. They provide an
overview of the Basic Noncommissioned Officer Course and explain the
objectives and course standards. They also discuss course content, explain
the small group process, and cover study requirements and techniques, and
the Leadership Performance Evaluations. They will also explain the Student
Evaluation Plan. Assign Student Discussion Leaders (SDLs), make lessons
assignments, and issue the lessons.

Study Hall

This provides students time to adequately study and prepare for the next
day's lessons and complete the Independent Study lessons. It also allows
instructors to recognize and assist students in correcting poor study habits.
Study hall is not mandatory. Training organizations must provide students a
single point of contact at a designated location to provide guidance and
support.
Appendix E
E-19

Commandants
Time/Training
Support Activities

This is time used at the Commandants' discretion for remedial/refresher
training/retesting, equipment issue/turn-in, travel time as required to/from
training areas, physical fitness training sessions (sustainment), religious
activities, and other non-POI requirements.

Student
Counseling
SGLs must allow for event-oriented counseling for students failing the
examinations/evaluations. Additionally, there are reception and integration,
and end of course performance and professional growth counseling
requirements. There are no ICHs for this counseling.

Out-Processing

Time used for students to clear Phase II activities and out-process.

Appendix E
E-20

CHAPTER 2

SGL/Instructor
to Student
Ratio

a. Class sizes (the number of students in a class) will vary due to facility
capacity and established minimum, optimum, maximum class size.
Academies may adjust class size based on their own capabilities,
anticipated student load and ATRRS loading, and the number of
qualified SGLs/Instructors assigned. Waivers are required for any class
under the minimum load or over the maximum. Academies must
maintain a 1:12-16 SGL/instructor to student ratio (One SGL/instructor
to 12-16 students). This ratio ensures adequate student control, safety,
and supervision. It also facilitates teaching, coaching, mentoring,
evaluating and developing individual students.

b. Courses taught in The Army School System Signal Battalions will use
minimum class size for planning purposes only. The decision to train
with smaller class sizes will be made by the trainers contingent upon
resource availability, local commanders approval, and ability to train to
standard. The leadership will ensure that risk assessments are made
prior to any training event, and that the decision to decrease the class
size does not affect the safety or integrity of the training event.

Course Manager
Guidance and
Responsibilities

The course manager is responsible for ensuring the training is presented as
designed. Specifically course manager(s) must:

a. Ensure required training resources are available for presenting the
training as scheduled (or available when required by the student for
training by distance learning). Training Support Packages for this
course are available from:

CDR, USATSC
Section 1.05 Attn: ATIC-DLC-T
Section 1.06 Fort Eustis, VA 23604-5166

b. Ensure instructors receive support, materials, and equipment required for
presenting this training.

c. Ensure staff and faculty is trained to present and supervise the training.
Appendix E
E-21

d. Continuously evaluate course effectiveness and efficiency and provide
appropriate feedback to the training development proponent. Submit
questions concerning this CMP or other training materials associated
with Military Occupational Specialty (MOS) 25U30 to:
Commander
ATTN: ATZH-LCA-C
Telephone: Commercial (706)-791-6057 or DSN 780-6061
Email: frankm@gordon.army.mil

e. Ensure staff, faculty, and students comply with safety and environmental
protection, rules, regulations, laws, and course requirements.
f. Ensure facilities, material, equipment, and systems required for
presenting this instruction are properly maintained.
g. Obtain and distribute required reference materials.
h. Ensure AC, NG, and AR soldiers meet the standardization requirements
for this proponent course by ensuring the learning objectives are taught
and evaluated.
i. Shall pay particular attention to the Student-to-Equipment ratio, which is
an integral part of the Equipment Summary. The ratio contained in the
POI may vary from the implementing organizations capabilities and
thereby require increased time to execute specific parts of the POI.
j. Disseminate to the SGLs/instructors information in this CMP that
pertains to the SGLs/instructors.
k. Course Managers will conduct periodic and comprehensive instructor
evaluations coupled with an effective remedial program. Periodic
evaluations (annually at a minimum) should be conducted for each
instructor. Evaluation guidelines and checklists are contained in
TRADOC Reg. 350-70, Chap III-4.

Appendix E
E-22

SGL/Instructor
Grade and
Experience
Requirements

Minimum instructor grade level for teaching this course is E-6 and a
BNCOC Graduate. Additionally, instructors must be MOS qualified prior
to presenting the training in this course. Further guidance on grade,
standards, and experience is contained in AR 611-101, AR 611-112, AR
611-201, AR 614-200, TRADOC Reg. 350-70, TRADOC Reg. 350-10, and
TRADOC Reg. 350-18.

SGL/Instructor
Certification
Requirements

Instructional staff will meet the following certification requirements and
special instructor qualifications.
a. Course Managers and school personnel who manage training, SAT
personnel, or products will complete the Training Developer Middle
Managers Course provided by Deputy Chief of Staff for Training,
TRADOC.
b. Platform Instructors will complete the Total Army Instructor Training
Course (TAITC).
c. Small Group Leaders will complete the TAITC and Small Group
Instructor Training Course (SGITC)*.
d. Video Teletraining Instructors will complete the TAITC, SGITC*, and
Video Teletraining Instructor Training Course (VTTITC)
*only when working with courses using small group instruction.
e. Certification time will not exceed the time available to the Reserve
Component during one TATS Training Year.
f. Instructor technical/tactical re-certification will be required when the
instructor has not presented/taught the course or assigned lessons within
a two-year period.
g. AC, NG, and AR units charged with the responsibility of presenting this
proponent course will establish a Chain of Command Certification
Board to ensure instructors meet all course certification requirements.
The Chain of Command Certification Board will ensure instructor
competence through observation of the ability to train the course
objectives. Documentation of mastery of course content, and
instructional skills through certificates, diplomas, and other appropriate
documentation may also be used to assist determination of an
instructors competence.

SGL/Instructor
Guidance

a. Instructors/Facilitators/SGLs are directly in contact with the students
and represent the command in the presentation of the instruction. They
Appendix E
E-23
serve as the role model for the students. They must be technically
competent and professional in demeanor.
b. Each instructor/facilitator must:
1) Thoroughly study and be well versed in the material prior to
presenting the lesson(s).
2) Manage the training and maintain an environment conducive to
student learning.
3) Supervise and guide the learning process.
4) Provide immediate feedback on student performance.
5) Be alert to students having difficulty and intercede as appropriate.
6) Be able to explain the Student Evaluation Plan to the students, and
post it in a conspicuous location for reference. As appropriate,
provide the students with the Home Study Assignments/
Independent Study lessons and other required lesson materials
before instruction starts. Thoroughly explain to the students the
use/importance of these items and the student responsibilities.
7) Ensure students comply with safety and environmental protection
rules, regulations, laws and course requirements.
8) Ensure the students understand the graduation criteria and course
requirements prior to start of training.
9) Maintain Course and Student Records as required by local regulatory
guidance and TRADOC Reg. 350-70, TRADOC Reg. 350-10, and
TRADOC Reg. 350-18.
10) Counsel students as required by local regulatory guidance and
TRADOC Reg. 350-70, TRADOC Reg. 350-10, and TRADOC Reg.
350-18.
11) Provide appropriate remedial training as required by local
regulatory guidance and TRADOC Reg. 350-70, TRADOC Reg.
350-10, and TRADOC Reg. 350-18.
12) Continuously evaluate course effectiveness and efficiency and
provide appropriate feedback to the training development proponent.

Student
Counseling
Requirements
SGLs/Instructors must counsel students. They will let the students know
what the standards are during the Commandants Orientation and the
Introduction to BNCOC session. Additionally, they shall conduct, at a
minimum, two performance and professional counseling sessions with each
student during the term of the course.
a. The first type of counseling session shall be a Reception and Integration
type counseling completed near the start of the course. During this
session, the SGL/instructor identifies and helps fix any problem or
concerns the student may have. During this session the SGL/instructor
also clarifies any questions the student might have, and establishes the
Appendix E
E-24
one-to-one dialogue.
b. The second type of counseling session will be a Performance and
Professional Growth type counseling conducted during mid course and
near the end of the course. During this session, the SGL/instructor
conducts a performance review that results in an agreement on a plan of
action (Developmental Action Plan) that builds on the students
strengths, and establishes goals to improve the students weaknesses.
c. Record the results of the counseling sessions using DA Form 4856-E
(Developmental Counseling Form) in accordance with FM 22-100.
d. Additionally, the SGL/instructor shall conduct event-oriented counseling
sessions after the examinations/evaluations with each student who fails
or receives a NO-GO on the examination/evaluation. Using the DA Form
4856-E (Developmental Counseling Form), document the results of this
counseling. Include a plan of action to improve and pass the retest.
e. When conducting the Performance Evaluation and the Leadership
Performance Evaluations, the SGLs/instructors should comment in
writing on the evaluation form on the students strengths, weaknesses,
and ways to improve. The SGLs/instructors will use the information from
the counseling sessions when conducting the Performance and
Professional Growth counseling and preparing the DA Form 1059
(Service School Academic Evaluation Report).
f. During the counseling, focus on the students test scores, performance
evaluations, leadership performance evaluations, and classroom
participation. Inform the student of any shortcomings, and help identify
corrective actions to take. Conduct positive counseling, especially for
those students who perform well during the course.
g. During counseling and in official records, refer to examinations/
evaluations as Written Examination, Performance Evaluation, or
Leadership Performance Evaluations.
h. Include on the counseling form what actions the SGL/instructor agree to
take to assist in the students improvement.
i. Maintain a copy of the Developmental Counseling Forms on file in the
students records, but provide a copy, especially the one showing the
developmental action plan, to the student. Counseling records will play a
major role in the event the NCOA has to take adverse administrative
action against a student.
j. In addition to evaluating students on Brief to Inform, Persuade and
Appendix E
E-25
Direct, and Memorandum for Decision, the Written Examination, and the
Plans, Orders, and Annexes Exam, SGLs/instructors will evaluate
students in an assumed leadership position, and on their ability to lead
their classmates in the following activities using a Leadership
Performance Evaluation:
Conduct an Army Physical Fitness Training Session.
Conduct an After Action Review.
Conduct a Risk Assessment.
Facilitate Small Group Instruction.
NOTE: Remember the student received training on the counseling
process in Phase I, so it is imperative that all counseling sessions follow
the same process.

Student
Academic
Records
The SGL/instructor will create a file for each student and maintain those
files IAW AR 25-400-2, The Army Records Information Management
System (ARIMS). (File Number 351-1f, Leaders Course Evaluations).
a. As a minimum, student records must contain copies of the following:
The enrollment application (as applicable).
The assignment/attachment order (if applicable).
A copy of the Unit Pre-Execution Checklist with attachments.
All student leadership position evaluations.
Leadership Performance Evaluation Checklists.
All counseling records (DA Forms 4856-E).
Copy of DA Form 1059 (Service School Academic Evaluation
Report).
DA Form 705 (Army Physical Fitness Test Scorecard).
DA Form 3349 (Physical Profile) (if applicable).
Examination/Evaluation scores (Maintain answer sheets with TCO).
b. In accordance with TRADOC Reg. 350-10:
Maintain records on graduates for a minimum of 12 months after
graduation then destroy.
Maintain examination answer sheets and associated student papers
on disenrolled and nongraduate students for 24 months and then
destroy.
Maintain student examinations answer sheets separately with the
TCO and destroy after graduation.

Appendix E
E-26

Service School
Academic
Evaluation
Report (AER)
a. Academies and TASS Battalions must prepare a DA Form 1059, Service
School Academic Evaluation Report (AER) for each student upon
successful completion or up to the point of disenrollment from the
course. Do not issue an AER to a student denied enrollment into the
course.
b. All comments must be on a face-to-face personal basis and not
comments taken from a "one comment fits all" list.
c. The academy must provide the students a copy of their AER on
graduation day.
d. The AER is the students record of completion of the Technical Phase
and provides the students chain of command a clear and concise
evaluation of the students performance during training. Prepare and
distribute the AERs IAW AR 623-1 and the Student Evaluation Plan.

Student
Recognition
a. Present all students who successfully complete the course meeting all
graduation requirements with a copy of DA Form 1059 (Service School
Academic Evaluation Report).
b. Academies must input graduation data IAW the Army Training
Requirements and Resource System (ATRRS) policies and regulations.
c. Honors for the Technical Phase will be IAW with regulatory guidance
and local policy.

Student
Guidance
a. The student is responsible for acquiring the skills and knowledge
required to meet graduation requirements. This includes successfully
completing any Read Ahead Refresher Package, self-development
requirements, homework assignments, practical exercises, participating
in all training activities, and all practical and written examinations.
b. The student is to be provided the Student Evaluation Plan Appendix A at
the start of the Phase 2 portion of the course. The importance and use of
these items, and the students responsibilities must be thoroughly
explained to the student (s).
c. Practical exercises and performance examinations (PT) are graded as
GO/NO-GO; however, the student must complete each test in
accordance with the established standard order to receive an overall GO
for the PE/PT. All performance examinations will be included in the
grade for the module being tested.
d. Students must complete each written examination in accordance with the
established standard in order to receive a passing grade for the module
being tested.
e. Students must achieve the established minimum standard or greater on
each test, resulting in a total of 1005 accumulated points, in order to
graduate from the course.
Appendix E
E-27

Student End of
Course Critique

Students must complete the End Of Course Critique (EOCC) that provides
constructive feedback concerning the efficiency and effectiveness of the
training and training materials.

Appendix E
E-28
CHAPTER 3

Control
Procedures for
Student
Measurement
Instruments
(Tests)
a. This chapter outlines the procedures NCO academies must follow for
test administration to ensure the proper level of test control. These
procedures cover the implementation and control required for the
examinations and evaluations given throughout the course of instruction.
b. Restrict access to paper-based copies of proposed or final test items,
scoring/answer keys, or test results to those personnel demonstrating a
valid need for the information.
c. Immediately investigate suspected compromises and take appropriate
actions to reduce the impact of test/test item compromises.
d. The examinations and evaluations in this course help ensure the student
can demonstrate overall mastery of the course material. They will
demonstrate this through situational based open-book criterion
referenced written examinations and hands-on, performance-oriented
evaluations.

Test Control
Officer (TCO)
Requirements
a. The following requirements are necessary to secure and safeguard the
examinations:
1) Appoint an individual, in the rank of SFC or above, as the Test
Control Officer (TCO) IAW TRADOC Reg 350-70 and an alternate
Test Control Officer of equal or higher rank. The TCOs
responsibility is to maintain control over all examination material.
2) An examination booklet cover sheet must be prepared for each
examination and marked IAW current TRADOC guidance. All
examination materials will be assigned a control number
immediately after reproducing the examination. Upon receipt of test
materials, the TCO must conduct a 100 percent quality control check
of all examination materials to ensure there are no missing pages, all
pages are legible, and the materials are marked as required.
3) Prior to issuing examination materials to the SGL/instructor (or
whomever the NCOA designates as a test proctor), place a control
number on the examination answer sheets. Local policy will dictate
where the examination control number appears on the answer sheet.
Ensure the control number on the answer sheet corresponds to the
control number on the examination material/booklet issued with it.
4) Issue each test administrator/SGL/instructor only the number of
examination materials and answer sheets required to test his
students. Inventory the examination materials and answer sheets
with the test administrator/SGL/ prior to issuing them.
5) The test administrator accepts responsibility for the examination
material while it is in his possession. When returning them to the test
control officer, the test proctor and TCO will again inventory the
examination materials to ensure proper accountability.
6) When not in use, store all examination materials where only
authorized personnel have access to it. Examination materials
include the examination, answer key, completed answer sheets,
Appendix E
E-29
blank paper used to record answers, and changes to test material.
NOTE: Do not store answer keys in the same drawer or container as
the examination.
7) Under no circumstances should the SGL/instructors know, in
advance, which version of the examination you will use. If
designated as test proctors, do not issue the examination materials
until just prior to administering the examination. Collect all
examination material immediately after the test administrator
administers the examination. Test administrator will not grade
examinations in a group room with students present.
b. Upon receipt of changes to an examination, the TCO will remove and
destroy the old versions and replace them with the current changes. The
TCO must control and safeguard changes to the same standard as current
test material

Security of Test
Components
a. The Test Control Officer (TCO) must apply the following common
controls to all test materials and test administration situations:
1) Positively verify every students identity before administering the
test.
2) Ensure that all personnel who handle or may handle testing materials
in its transmission or administration are made aware of these
procedures.
3) Access to all testing materials will be on a need to know basis.
4) Label all controlled test material Examination (Testing)
MaterialsSensitive in Nature. FOUO is no longer appropriate.
This requirement applies to paper copies or diskettes. Include this
warning on all pages (front and back) of all controlled testing
material, whether paper or electronic in nature.
5) In addition to the controls listed above, ensure you keep all sensitive
testing material not actually in use under the following controls:
a) Keep all copies of all sensitive materials in a locked container
when not in use.
b) Make sufficient copies immediately before administration.
c) Make minimum copies required for single administration.
d) Destroy extraneous/unneeded materials by shredding or burning.
e) Allow NO unauthorized copying/scanning of material.

Security of
Electronic Media
Test
Components

a. The following minimum additional controls apply for electronic media
files:
1) Do not store or transfer diskette/CD-ROM based sensitive material to
an uncontrolled system.
2) Electronically secure storage medium (diskette/CD-ROM) via
password protection if possible (and secure passwords); or physically
secure diskette/CD-ROM with a single locking device.
3) Restrict access when viewing material on-screen.

Appendix E
E-30

Actions for Loss,
Compromise, or
Possible
Compromise
a. Actions for Loss, Compromise, or Possible Compromise of Sensitive
Test Materials. Follow the following procedures for loss, compromise,
or possible compromise of sensitive test materials:
1) Investigate every possible unauthorized disclosure of sensitive test
material and substantiate or refute every possible compromise. If you
cannot substantiate the possible compromise, no further action is
necessary.
2) If you substantiate the compromise, you must immediately do a risk
assessment and mitigate any serious consequences from the loss.
Immediately report all losses or compromises to:
Commander
ATTN: ATZH-LCA-C

3) The Commandant must:
Ensure a thorough investigation of the compromise, or possible
compromise, or loss. Initiate proper actions to prevent a recurrence
of loss or compromise of test materials.
Decide what risk mitigation factors to employ.
Maintain a record of the results of the investigation and actions
taken, if any.
If warranted, initiate investigation under AR 15-6.

Scheduling
Written Exam

Scheduling Written Examinations. There are paper-based and
performance examinations based on the mandatory lesson training
materials. Tests will be, at the least, administered at the end of each
module. Training on a subsequent module will not start until the test for the
preceding module has been completed. DO NOT schedule an examination
to take place within 24 hours of another major examination. The intent of
the 24-hour period is to ensure that the student does not have to study for
more than one major examination at a time. This does not apply to retests.

Open Book
Written Exams

Open-Book Written Examinations. All written examinations are open-
book. The examinations require the student to apply knowledge to solve
problems in an environment that simulates the soldier's duty position.
Students may use Advance Sheets, Practical Exercises, applicable
publications issued for the course, personal notes, and calculators. All
material used during the examination must be the student's own or issued by
the Academy for the individual students use. The intent is to test the
students knowledge of the subject matter or their ability to research and
find the correct answer.
Appendix E
E-31

Test Standards

The determination of satisfactory completion of the course rests with the
SGL/instructor and the commandant, based upon satisfactory completion of
each subject area. Provide remedial/refresher training and retest all soldiers
rated NO-GO or failing an examination/evaluation. You may administer
one retest. Dismiss students who do not meet established academic criteria.
Infractions of discipline, demonstrated lack of motivation, and inability to
meet course standards are valid reasons for a students disenrollment/
dismissal.

Evaluating
Results of
Written Exam
and Performance
Tests
a. Evaluating Written Examination Results and Retest.
1) To pass each module the student must achieve the minimum passing
grade or higher establish for each written examination.
2) If a student fails the initial examination, provide remedial/refresher
training, and retest the student. If a student fails the retest, dismiss
the student from the course.
3) If a student fails the examination, the one retest will cover the entire
test and not just the portion the student failed.
4) Award students passing the retest their initial test score for grade
averaging and class standing. Regardless of the student's actual
grade point achieved on any retest, the maximum allowable credit is
equal to the minimum established percentile for each test. However,
record the final retest score in the student record to establish the
level of proficiency attained.
b. Leadership Performance Evaluations. In addition to the written
examinations and performance evaluations, each BNCOC student must
assume a leadership position in order to demonstrate their leadership
ability and skills.
After Action
Review (AAR)
a. Conduct a test review or After Action Review (AAR) following each
examination in order for students to know what questions they missed
and to learn from their mistakes. To conduct a proper AAR while not
compromising the exam, USASMA recommends the following
procedures:
1) At the beginning of the exam, give each student a blank piece of
paper along with the examination and answer sheet. Have the
students write their names and student numbers on the blank piece of
paper and have them number on the paper 1 through 50. Tell them
this is a review sheet (NOT an answer sheet) to use in the AAR
following the exam. Tell the students that after they have completed
the exam, to put their answers on the review sheet. Once they have
completed the exam and filled out their review sheets, the students
turn this sheet into the instructor along with the examination
materials and the answer sheet. Immediately upon completion of
the examination, test administrators/ SGLs/instructors must turn in
Appendix E
E-32
the answer sheets to the TCO for grading.
2) After receiving the results, begin the AAR. Hand out the review
sheets. Conduct the AAR by going over each question and
discussing the answers. At the conclusion of the AAR, collect all
copies of the review sheets. To ensure there is no compromise of the
examination, turn-in all review sheets along with the examination to
the TCO.
3) Student Counseling. Counsel those students who fail the
examination or receive a NO-GO on the evaluation. Include a plan
of action to improve and pass the retest. Explain how and what
remedial/refresher training will take place. Document the counseling
using the DA Form 4856-E (Developmental Counseling Form).

Destruction,
Transfer and
Loan of Sensitive
Test Materials
a. Actions for Destruction, Transfer, and Loan of Sensitive Test Materials.
The following applies to the destruction, transfer, and loan of sensitive
test materials:
1) Destruction of Test Materials Academy and TASS battalions shall
destroy test materials they no longer need IAW such procedures as
they designate (e.g., burning, shredding, purging of files,
reformatting diskettes, etc.).
2) Transfer of Test Materials - Academy and TASS battalions may
transfer surplus tests to another academy that needs them. The
commandant or TCO must approve and monitor all transfers of
sensitive test materials.
3) Loan of Test Materials - When a need arises, the Academy and
TASS battalions may borrow a test from the nearest Active Duty,
National Guard, or Army Reserve TCO. In such cases, the academies
involved must take proper security precautions in handling test
material.

Test
Administration
a. Examination Administration Procedures. Small Group
Leaders(SGLs)/Instructors will issue the examination/evaluation
Advance Sheet to the students at the beginning of the course and brief
them on the following procedures prior to the examination/ evaluation:
1) Students should review all lesson materials and notes prior to taking
the examination.
2) Students may use any reference material available to them during the
examination. This includes Advance Sheets, Army publications,
commercial publications, personal notes, and calculators subject to
the following restrictions:
a) Students must not damage recoverable publications/materials. This
Appendix E
E-33
means that students shall not tab, fold, crease, highlight, or write on
pages of recoverable publications/materials. Students may tab
reference material with a non-permanent adhesive tab such as
Post-it Notes or other means that will not mark or damage the
recoverable publications/materials. Students may highlight and
make marginal notes only in the non-recoverable reference
materials.
b) All material used during examinations must be the student's own.
Students may not use notes, summary sheets, or other material
written by someone else.
c) Proponents intent is to ensure students either know the lesson
material or know how to research and find the correct answers.
Proponent expects students to understand the information presented
during the course and use this knowledge in future assignments.
d) Students will bring all authorized references listed on the Advance
Sheets to the test site.
b. Criterion Test Instruction (CTI) documents outline the procedures for
administration of the formal criterion test, while the actual examinations
determine the students ability to perform one or more learning
objectives and tasks. The CTI contains the evaluation criteria, directions
to the test administrator, directions to the student, directions for scoring,
and student score sheet. In cases where necessary, the CTI will contain
an instructor procedural guide, which outlines detailed (step-by-step)
procedures the instructor must use to evaluate student performance.
c. Administer the test(s) IAW the guidance contained in the CTI material.
d. Because of accreditation requirements associated with NCOES, all
examinations will be retained in an approved Test Control Office (TCO)
IAW AR 611-5, TRADOC Reg. 350-70, TRADOC Reg. 350-10, and
TRADOC reg. 350-18.
e. Comments or questions concerning the examinations should be
addressed to:
Commander
ATTN: ATZH-LCA-C

Appendix E
E-34

f. Testing materials will be ordered through the TASS Branch at the Signal
Center.
Directorate of Training
TASS Branch
ATTN: ATZH-DTS-TASS
163 2
nd
Avenue
DSN 780-1073, Commercial (706) 791-1073

Appendix E
E-35

CHAPTER 4

Program of
Instruction
a. The POI is provided as a separate document and is issued with this
CMP. See Appendix B
1) Times identified for Practical Exercises and Performance
Examinations in the IDT and ADT sections of the POI are based on
the time required for one soldier or a team to perform the required
activity and assumes a one-to-one student-to-equipment ratio.
Training activities implementing this POI must evaluate their ability
to accommodate the required training based on their student-to-
equipment availability. In order to meet training and testing
requirements, the course length may need to be increased due to
Student-to Equipment Ratios other than one-to-one. Under no
circumstance will the course exceed 460 hours (resident POI course
length) without Proponent and TRADOC approval.
2) Instructor contact hours are based on the number of instructors
required to conduct the training, based on the applicable lesson
student to equipment ratio and a class size of 12 to 16 students. The
following should be used to determine instructor requirements:
a) SGI or Conference 1 instructor
b) Practical Exercise 1 (hands-on equipment) 2 instructors
(minimum) *
c) Practical Exercise 3 (performance based, no equipment) 1
instructors
d) Written Examinations 2 instructors
e) Performance Examinations 2 instructors (minimum) *
* The number of individuals or teams being evaluated simultaneously
and/or the density of equipment determine Instructor requirements for
hands-on training and examinations.

Training
Material/Equip
ment
a. The equipment required to administer the Program of Instruction is
listed in the Equipment Summary of the POI. Training organizations are
responsible for providing the required equipment to execute the POI.
b. Within the POI, the REMARKS section of the module lesson plans may
provide for some variables in equipment usage.

Facility
Requirements
a. The facilities required to support and administer this Program of
Instruction are contained in the Facilities Summary of the POI.
b. The facility requirement is based on single optimum class iteration.

References
Required reference materials for each lesson are indicated in the individual
lesson plans. This precludes the requirement to change the CMP each time
a reference update occurs.

Appendix E
E-36
Student Evaluation Plan

Index of Student Handouts

This Appendix
Contains

This Appendix contains the item listed in the following table-
ITEM
Article II. PAGES
SH-1, Student Evaluation Plan (SEP) for 25U
BNCOC
3
SH-1 Enclosure 1 Academic Grading and Test
Plan
9
SH-1 Enclosure 2 DA Form 1059, Service
School Academic Evaluation Report
21

NOTE: The SGL must explain the Student Evaluation Plan to each student at
the beginning of the course and post a copy in a conspicuous location.

Appendix E
E-37
STUDENT HANDOUT 1

STUDENT EVALUATION PLAN (SEP) FOR 25U BNCOC

Overview

The Student Evaluation Plan (SEP) explains how the Signal Corps
Regimental Noncommissioned Officer Academy (RNCOA), conduct MOS
25U BNCOC Technical Training and if students have demonstrated a
sufficient level of competency to pass the course. It establishes student
responsibilities and training graduation (pass/fail) criteria, and lays out the
testing strategy used to evaluate the student on the training. It specifically
identifies course completion requirements to include the minimum passing
score (including GO/NO-GO and Satisfactory or Superior) for each written
examination and performance evaluation. It identifies specific lessons tested
by each examination/evaluation, and describes the counseling and retesting
policy. It also includes requirements for the End of Course (EOC) Record
Army Physical Fitness Test (APFT).

Applicability

This SEP applies to Active Army, Army National Guard (ARNG), and U.S.
Army Reserve (USAR) Soldiers attending the 25U Basic Noncommissioned
Officer Course (BNCOC). This course provides Soldiers selected for
promotion to Staff Sergeant with an opportunity to acquire the leader and
tactical skills, knowledge and the behaviors needed to lead a platoon size
element.

Student
Requirements

1. Read the attached Student Evaluation Plan and its enclosures.
2. Abide by the policies and procedures of this SEP.

SGL/Instructor
Requirements

Explain this SEP to the students at the beginning of the course. Post it in a
conspicuous location for reference by the students.

Appendix E
E-38
ATZH-LCA-D

MEMORANDUM FOR Students Attending 25U Basic Noncommissioned Officer Course
(BNCOC)

SUBJECT: Student Evaluation Plan (SEP) for the 25U Basic Noncommissioned Officer Course
(BNCOC), Course Number, 260-25U30

1. This Student Evaluation Plan (SEP) establishes student responsibilities, training, and
graduation (pass/fail) criteria, by detailing how this Academy will determine if the student has
demonstrated a sufficient level of competency to pass, and specifies the testing strategy used to
evaluate the student on the training.

2. This SEP informs students, Small Group Leaders (SGL)/instructors, and other personnel of the
course graduation requirements. Small Group Leaders (SGL) will explain this plan to the
students at the beginning of the course and post it in a conspicuous location for reference by the
students.

3. This SEP includes:
a. Student Responsibilities.
b. Counseling.
c. Other Evaluations APFT, FTX
d. General Standards.
e. Student Grievances and Redress.
f. Student Recognition.
g. Challenging Training.
h. Academic Grading and Test Plan is (Enclosure 1).
i. DA Form 1059, Service School Academic Evaluation Report (Enclosure 2).

4. STUDENT RESPONSIBILITIES.
a. This course uses the Small Group Instruction (SGI) Technique of Delivery. This technique
places the responsibility for learning on the student through participation in small groups led
by small group leaders (SGLs) who serve as role models and instructors throughout the
course. The SGL uses small group processes, methods, and techniques to stimulate learning.
The SGL is an instructor who facilitates counseling, coaching, learning, and team building in
SGI.

b. The Small Group process is a technique for learning in small groups that uses student
experiences, requires intensive student interaction, and makes each student responsible for
his/her own learning. Cooperation takes precedence over competition. SGI provides
individualized learning, team building, and maximum exchange of ideas. It also requires
students to serve as Student Discussion Leaders (SDLs) and lead some training.

Appendix E
E-39
c. It is the students responsibility to learn to perform the lesson training objectives of this
training. This includes completing the homework assignments, completing the Practical
Exercises (PEs), and fully participating in classroom/group room discussions and training
activities.

d. The Academy will dismiss students who fail a retest/reevaluation, fail to meet performance
standards, fail to meet standards of conduct, and require extraordinary assistance to remain in
the course.

5. COUNSELING.
a. Students will participate in at least four counseling sessions conducted by the SGLs during
the course. When a student receives formal counseling, the SGL will complete a DA Form
4856-E (Developmental Counseling Form). At a minimum, each student will receive:

1) An initial (reception and integration) counseling.
2) Two performance and academic growth for academic progress. One scheduled for
midcourse and the other scheduled for end of course; however the soldiers will be
counseled twice in these areas.
3) At least one counseling will cover performance while serving in an evaluated
leadership position.
4) Students will receive additional counseling whenever their academic standing reaches
borderline failing status or if they fail any examination/ evaluation, or fail to comply
with the standards of conduct. Students must attend a mandatory study hall if he/she is
failing or is in danger of failing the course.

b. All counseling will include a developmental action plan. The leadership position, mid-
course and end of course counselings will serve as a basis for comments on the DA Form
1059 (Service School Academic Evaluation Report).

6. OTHER EVALUATIONS.
a. Physical Fitness Test (APFT). Students must take and pass a record APFT prior to the end
of the course. The standard APFT will be administered within the last 14 days of the course,
but not later than 7 days prior to graduation. Students with permanent profiles will take the
APFT with alternate test events; the APFT must include an aerobic event. The passing grade
is 180 points (60 points per event) and is a graduation requirement. Students who fail the
initial test will retest no sooner than 7 days from the initial test failure, but not later than the
day prior to graduation. Students who fail the APFT retest will be dismissed for failure to
meet APFT standards and will not graduate. Students failing the initial APFT and found
medically unqualified to retest within the required period of time will receive a medical
dismissal. The flowchart in this enclosure graphically depicts the flow process for
Performance Evaluations.

b. FTX Evaluation. This is a requirement for graduation effective 1 October 2005. The FTX
evaluates the student on the 13 combat leader common skills the students become familiar
with in COMMON CORE. Students are expected to put cumulative training into the proper
Appendix E
E-40
format to successfully complete the 72 hours of continuous operations. Training focuses on
the environment in which the NCO will operate. Training is based upon FM 7-8, FM 7.0, FM
7.1, and ARTEP 11-067-30-MTP. Students will be evaluated on the following classes:
1) Conduct a Tactical Road March
2) Occupy An Assembly Area
3) Apply Troop Leading Procedures
4) Move Tactically
5) Direct Reacting to Contact
6) Consolidate and Re-organize
7) Direct Reacting to Contact
8) Direct Reacting to Indirect fire
9) Direct Reacting to Ambush
10) Employ Air Defense Measures
11) Direct Breaking Contact
12) Defend the Perimeter
13) Conduct Continuous Operations

NOTE: See DA MSG regarding APFT in Chapter 1, Student Eligibility and Course
Prerequisites regarding deployed Soldiers.

7. GENERAL STANDARDS.
a. Minimum Achievements. Students must complete all graded requirements/graduation
requirements, all homework assignments, all Practical Exercises, and all Performance and
Leadership Position Evaluations. Students will attend all classes and training activities.
Students will participate in all training activities and may serve as Student Discussion
Leaders (SDLs), where they will lead the discussion of certain classes. Students must
complete each graduation requirement to the established standard. Failure to pass any of the
graduation requirements will constitute failure to meet course standards and the student will
not graduate. Students will receive only one retest.

b. Standards of Conduct. Students will conduct themselves in a manner expected of a
Noncommissioned Officer. This includes demonstrating law abiding personal conduct and
behavior, both on and off duty. The NCO Academy Commandant may relieve students from
the course for any conduct or behavior that violates local, state, or federal law, including the
Uniform Code of Military Justice (UCMJ) or for any conduct or behavior that violates any
DoD, Army, or local Regulation or policy. This includes, but is not limited to, substantiated
cases of lying (oral or written, sworn or unsworn), cheating, plagiarism, and improper
relationships, e.g., senior-subordinate or student-cadre. Students shall be at their appointed
place of duty on time. Students demonstrating a pattern of lateness may receive dismissal
consideration.
Appendix E
E-41

c. Physical Fitness Standards. Students must meet and maintain physical fitness standards.
Students will maintain physical fitness standards by participating in physical fitness training
sessions a minimum of three times per week, Monday, Wednesday, and Friday. Students
will conduct an AAR after each training session. SGLs will evaluate students on their ability
to lead the physical fitness training sessions. Students with permanent medical profiles will
take part within their profile limitations. The Commandant will consider administrative
dismissal for students that receive a temporary profile that precludes them from meeting the
minimum graduation requirements of the course.

d. Remedial/Refresher Training and Retesting. SGLs will formally counsel students failing
an initial examination/evaluation. They shall provide remedial/refresher training and offer
one retest. They will coordinate remedial/refresher training and retesting during non-POI
time. They shall provide a retest for the Written Examinations no earlier than 24 hours of the
initial examination. They shall provide a retest for the performance evaluations within 72
hours of the initial evaluation.

e. Student Elimination From the Course. The Commandant may remove students from the
course before course completion for disciplinary reasons, lack of motivation, and other valid
reasons, such as illness or injury, and academic deficiencies. Failure of any student to
maintain standards during the course may constitute an infraction of the UCMJ or may
simply indicate a lack of motivation or aptitude. Students whose actions during the training
constitute a violation of the UCMJ may receive a suspension or dismissal from the course.
Commandants may require them to report to the court-martial convening authority. SGLs
will counsel those students whose actions demonstrate a probable lack of motivation, and
may consider them for dismissal/disenrollment for motivational, disciplinary, or academic
reasons.

8. STUDENT GRIEVANCES AND REDRESS. Students having a grievance purely academic
in nature will address that grievance to SGL/instructor and then to the Branch Chief, whose
decision is normally final. Students may also address their grievance to the Commandant, if
necessary. Students having a grievance involving discrimination or violation of policy should
use the chain of command up to the Commandant. Students may seek the assistance of the
Inspector General (IG) at any time, but first must inform the chain of command if he/she desires
to see the IG during duty time.

9. STUDENT RECOGNITION. Students successfully completing this course will receive a DA
Form 1059 Service School Academic Evaluation Report (AER). Additional certificates of
training, honors, and achievement may be awarded; examples include, but are not limited to:
Distinguished Graduate, Honor Graduate, Commandants List, Leadership Award, Iron
Squad/Platoon recognition, Physical Fitness Certificate.

10. CHALLENGING TRAINING. BNCOC 25U30 MOS Technical Training does not have a
test-out policy. Students may not get credit or take any tests prior to receiving the training
without the approval of the Chief of Training or Commandant.

Appendix E
E-42
11. Any questions concerning this SEP will go through the SGL, and then to the Chief of
Training.

12. Point of contact for the RNCOA is Chief, Training Development, Commercial (706) 791-
6057, DSN: 780-6057, e-mail: frankm@gordon.army.mil .

RODERICK D. JOHNSON
CSM, USA
Commandant
Appendix E
E-43

Student Evaluation Plan (SEP) for 25U BNCOC (Enclosure 1)

ACADEMIC GRADING AND TEST PLAN

1. The RNCOA Technical Training for BNCOC MOS 25U30 will use written examinations,
performance evaluations, and leadership performance evaluations to ensure students can
demonstrate overall mastery of course material and meet course graduation requirements.

2. The Academy will evaluate academic subject matter on a basis of 100 weight points per
written examination distributed according to this document. They shall calculate weight point
achievement to a percentage computed to the second decimal place (00.00%) to determine
students completion of training. To pass each module the student must achieve the minimum
passing grade or higher established for the following:
- Written Examinations
- FTX (Shared Training Exercise) Hands on evaluation
- Performance Examinations

(a) The Leadership Performance Evaluations are evaluated but are not included in numbered
scores for purposes of academic GPA. They are considered for the total soldier concept.

(b) The student must pass each module with a minimum total of 595 accumulated points in
order to qualify academically for graduation.

3. The Academy will provide remedial/refresher training to those students failing an
examination/evaluation and offer them one retest. The retest will cover the entire test and not
just the portion the student failed. Should a student fail the retest, the SGL will initiate a
dismissal packet through the Commandant from the course if it is a graduation requirement.

4. The Academy will award students passing the retest their initial test score for grade averaging
and class standing. Regardless of the student's actual grade point achieved on any retest the
maximum allowable credit is equal to the minimum established percentile for each test.
However, record the final retest score in the student record to establish the level of proficiency
attained.

5. The major examinations/evaluations are:

a. Written Examination. The Written Examination, may be an open-book, performance-
based, or multiple-choice examination that requires the student to select the best correct
answer by applying knowledge to solve problems. Students may use their Advance Sheets,
Practical Exercises, publications, personal notes, or calculators. Students must demonstrate
their knowledge of the subject in selecting the correct answer. To pass each module the
student must achieve the minimum passing grade or higher established for the specific
examination. This is a graduation requirement. Students who fail the initial examination will
undergo remedial/refresher training and get one retest. The Academy will drop/dismiss from
Appendix E
E-44
the course any student who fails the Written Examination retest for failure to meet course
standards. The flowchart in this enclosure graphically depicts the flow process for the
Written Examination.

b. FBCB2 Exam: Examination covers POI File Number 25U3B4CT. This examination
consists of a written and hands on exam. This examination evaluates the soldiers
understanding of Force XXI Battle Command Brigade-and -Below. It tests the soldiers
knowledge of operating the FBCB2 to include startup procedures, status functions,
administrative functions, map functions, shutdown procedures, and PMCS. Area included in
this exam:

1) Force XXI Battle Command Brigade-and-Below (FBCB2) 2U3BL1
Students must score at least 90 percent to pass. Students who fail the initial evaluation will
undergo remedial/refresher training and get one retest. This is a graduation requirement. The
flowchart in this enclosure graphically depicts the flow process for Performance Evaluations.

c. Networking Essentials Exam: Examination covers POI File Number NEPCTB/B05C.
Examination evaluates the soldiers understanding of Networking Essentials. It tests the
soldiers knowledge of Local Area Network media, topologies, architecture, operating
systems, standards, protocols, connectivity, design, installation and troubleshooting. Lessons
covered within this examination are the following:

1) Identify a Computer Network
2) Network Media
3) Network Architecture
4) Survey Network Operating Systems
5) Analyze Network Standards
6) Define Network Protocols
7) Identify Elements of Network Connectivity
8) Design and Install a Network
9) Troubleshoot a Network

NEP01B
NEP02B
NEP03B
NEP04B
NEP05B
NEP06B
NEP07B
NEP08B
NEP13B

d. TCP/IP and Subnetting Exam: Examination covers POI File Number TCP/IPCTB/B05C.
Examination evaluates the soldiers understanding of Networking with TCP/IP and
Subnetting. It tests soldiers knowledge of IP Addressing, Subnetting, and Implementing IP
Routing. Areas included in this exam are:

1) Intro to Networking with TCP/IP and Subnetting
2) Installing and Configuring TCP/IP
3) Architectural Overview of the TCP/IP Protocol Suite
4) IP Addressing
5) Subnetting
TCP/IP01B
TCP/IP02B
TCP/IP03B
TCP/IP04B
TCP/IP05B
Appendix E
E-45
6) Implementing IP Routing
7) NetBIOS over TCP/IP
8) IP Internetworking Browsing and Domain Functions
9) Host Name Resolution
10) Connectivity in Heterogeneous Environments
11) Troubleshooting Microsoft TCP/IP

TCP/IP06B
TCP/IP08B
TCP/IP10B
TCP/IP11B
TCP/IP14B
TCP/IP16B


e. Router Exam: Examination covers POI File Number ROUTCTB/B05C. Examination
evaluates the soldiers understanding of router operations. It tests soldiers knowledge of
Internetworking, TCP/IP and router configuration and protocols. Lessons covered within this
examination are the following:

1) Intro to Internetworking with CISCO Routers
2) Basic Router Configuration on CISCO Routers
3) Configure a Router
4) Configuring IP Routing
5) Managing Network Environment
6) Access List Configuration on CISCO Routers
7) Routing (Static and Dynamic)
8) Router Configuration Review

ROUT01B
ROUT02B
ROUT03B
ROUT04B
ROUT05B
ROUT06B
ROUT07B
ROUT08B

f. Windows 2003 Server Exam: Examination covers POI File Number 2KSRVCTB/B05C.
This examination evaluates the soldiers ability to understand the skills and knowledge
necessary to install and configure Microsoft Windows 2000 Server. It tests soldiers
knowledge on installing and configuring Microsoft Windows 2000 Server, administers NTFS
File System, administer Print Services, implement Network Protocols and Services, and
perform System Monitoring and Optimization. Areas included in this exam are the
following:

1) Windows 2003 (W2K3) Server Operating System
(OS) Introduction
2) Installing Windows Server 2003
3) Administering A W2K3 File System
4) Administering W2K3 Active Directory Services
5) Administering A W2K3 Server
6) Administering a W2K3 Print Services
7) Network Protocols and Servers
8) Reliability and Availability
2KSRV01B

2KSRV02B
2KSRV04B
2KSRV06B
2KSRV07B
2KSRV08B
2KSRV09B
2KSRV12B
Appendix E
E-46
9) Monitoring & Optimization

2KSRV13B

g. Unix Exam: Examination covers POI File Number UNIXCTB/B05C. Examination
evaluates the soldiers understanding of Unix file structure and operating conventions. It tests
soldiers knowledge of Unix File Structure and Operating Conventions, and Screen Editor
and Script Files. Lessons covered within this examination are the following:

1) Unix Operating Systems Overview
2) Unix File Structure and Operating Conventions
3) Unix Commands and Utilities
4) Unix Screen Editor (VI) and Script Files

UNIX01B
UNIX02B
UNIX03B
UNIX04B

h. Tactical Internet Management System (TIMS) Exam: Examination covers POI File
Number TIMSCTB/B05C. This examination evaluates the students ability to monitor radio
systems that comprise the Tactical Internet Network. It tests soldiers knowledge of
monitoring and configuring radio systems such as EPLRS, SINGARS, GPS, and NTDR.
Lessons covered within this examination are the following:

1) TIMS Introduction and Overview
2) Tactical Internet Familiarization
3) TIMS Hardware Configuration
4) EPLRS Radio Set
5) Introduction to the SINGARS ASIP
6) Introduction to the NTDR-12CR Near Term Digital
Radio
7) Troubleshooting
8) On-Line Tools and the Context Sensitive Help
Functions
9) Administrative Functions
10) Planning Function
11) Operational Data Reports
12) Planning Package Operations
13) Configuration and Initialization Tools
14) Monitoring Status and Operations
15) EPLRS Network Manager
16) Initiate and Execute a Unit Task Reorganization (UTR)
17) Star Office
18) Security and C2 Protect Tools
TIMS01B
TIMS02B
TIMS03B
TIMS04B
TIMS05B
TIMS06B

TIMS07B
TIMS08B

TIMS09B
TIMS10B
TIMS11B
TIMS12B
TIMS13B
TIMS14B
TIMS15B
TIMS16B
TIMS17B
TIMS18B
Appendix E
E-47
19) Whats Up Unix
20) End of Course Review
TIMS19B
TIMS20B

i. AN/PSC-5 SPITFIRE Exam: Examination covers POI File Number 25U3B1CT.
Examination covers the introduction and overview of the AN/PSC-5 Spitfire. Lesson covered
within this examination:

AN/PSC 5 Spitfire 25U3B1L1


j. SCAMP Exam: Examination covers POI File Number 25U3B4CT. Examination covers
the introduction and overview of the AN/PSC-11 SCAMP terminal. Lesson covered within
this examination:

1) AN/PSC-11 (SCAMP)

25U3B2L1

Students must score at least 90percent to pass. Students who fail the initial evaluation will

k. Maneuver Control System (MCS) Exam: Examination covers POI File Number
25U3C3CT. This examination evaluates the soldiers ability to understand the Army Battle
Command System (ABCS) and Maneuver Control System. It tests soldiers knowledge to
perform Basic System Operations on the Maneuver Control System Workstation. Areas
included in this examination are:

1) ABCS Overview
2) Maneuver Control System (MCS)

25U3C1L1
25U3C2L1

Students must score at least 90percent to pass. Students who fail the initial evaluation will

l. Common Signal Subjects Exam: Examination covers POI File Number 25U3D3CT.
Examination covers aspects of the COMSEC awareness program as well as the introduction
and overview of the AN/PSC-11 PLGR. Subject covered within this examination:

1) Communications Security (COMSEC) Awareness -
CBT
2) AN/PSN-11 Precision Lightweight GPS Receiver -
25U3D1L1

25U3D2L1
Appendix E
E-48
PLGR CBT


m. Combat Communications Planning Exam: Examination covers POI File Number
25U3E3CT. Examination evaluates the soldiers ability to select radio sites and antenna
systems. Areas included in this examination are:

1) Select a Radio Retrans site - CBT
2) Antenna Systems - CBT
3) Conduct Operational Readiness Insp. - CBT

25U3E1L1
25U3E2L1
25U3E3L1


i. Physical Fitness Test (APFT). Students must take and pass a record APFT prior to the end
of the course. The standard APFT will be administered within the last 14 days of the course, but
not later than 7 days prior to graduation. Students with permanent profiles will take the APFT
with alternate test events; the APFT must include an aerobic event. The passing grade is 180
points (60 points per event) and is a graduation requirement. Students who fail the initial test
will retest no sooner than 7 days from the initial test failure, but not later than the day prior to
graduation. Students who fail the APFT retest will be dismissed for failure to meet APFT
standards and will not graduate. Students failing the initial APFT and found medically
unqualified to retest within the required period of time will receive a medical dismissal. The

j. FTX Evaluation. This is a requirement for graduation effective 1 October 2004. The FTX
evaluates the student on the 13 combat leader common skills the students become familiar with
in COMMON CORE. Students are expected to put cumulative training into the proper format to
successfully complete the 72 hours of continuous operations. Training focuses on the
environment in which the NCO will operate. Training is based upon FM 7-8, FM 7.0, FM 7.1,
and ARTEP 11-067-30-MTP. Students will be evaluated on the following classes:
1. Conduct a Tactical Road March
2. Occupy an Assembly Area
3. Apply Troop Leading Procedures
4. Move Tactically
5. Direct Reacting to Contact
6. Consolidate and Re-organize
7. Direct Reacting to Contact
8. Direct Reacting to Indirect fire
9. Direct Reacting to Ambush
Appendix E
E-49
10. Employ Air Defense Measures
11. Direct Breaking Contact
12. Defend the Perimeter
13. Conduct Continuous Operations
Appendix E
E-50
Student Evaluation Plan (SEP) for 25U BNCOC (Enclosure 2)

DA FORM 1059, SERVICE SCHOOL ACADEMIC EVALUATION REPORT

1. SGLs will evaluate each students academic performance on the DA Form 1059, Service
School Academic Evaluation Report (AER). The AER will explain the students
accomplishments, potential, and limitations during the course. All entries will reflect the actual
performance of the student.

2. The students will be provided an original copy of the AER on graduation day. SGLs will
prepare the AER according to AR 623-1 and this SEP.

3. Negative counseling is anything other then academic i.e. missing formation, failing to prepare,
lack of motivation, etc. SGLs shall consider the following when making their evaluations:

4. When completing DA Form 1059, Academic Evaluation Report, SGLs will use the following
criteria:

a. Item 13, Performance Summary. For the Performance Summary block, students may
receive one of four evaluations, based on the following:

1) EXCEEDED COURSE STANDARDS. This rating is limited to no more than 20
percent of the graduating class and is based on the total soldier concept. If more than
20 percent exceed course standards, student academic scores will determine the
outcome. Students may achieve all superior ratings on their DA Form 1059 and not
exceed course standards. It is possible for a graduating class to have no student
exceeding course standards, based on the criteria below. Students must:

a) Pass the INITIAL End of Course APFT.
b) Pass all INITIAL Written Examinations with an overall average of 90 percent
equivalent or higher.
c) Receive an INITIAL "GO" on all Leadership Performance Evaluations.
d) Receive at least three SUPERIOR ratings in the Demonstrated Abilities block (Item
14) of the DA Form 1059 with one being in Leadership Skills, and no
UNSATISFACORY (UNSAT) ratings.
e) Receive no negative counseling statements
f) Participate fully in all BNCOC activities.
g) Complete the FTX

2) ACHIEVED COURSE STANDARDS. Students must:

a) Pass the Written Examinations
b) Receive a "GO" on at least four of the five Leadership Performance Evaluations.
c) Receive at least three SATISFACTORY (SAT) or above ratings in the
Demonstrated Abilities, block (Item 14) of the DA Form 1059.
d) Receive no more than ONE negative counseling statement
Appendix E
E-51
e) Participate fully in all BNCOC activities.
f) Complete the FTX (Shared Field Training Exercise)

3) MARGINALLY ACHIEVED COURSE STANDARDS. Students must:

a) Receive a NO-GO on three or more Leadership Performance Evaluations.
b) Receive no more than two UNSATISFACTORY (UNSAT) ratings in the
Demonstrated Abilities block (Item 14) of the DA Form 1059.
c) Receives at least the minimum passing grade or above on all written examinations
d) Receive no more than TWO negative counseling statements
e) Fail to participate fully in all BNCOC activities.
f) Complete the FTX (Shared Field Training Exercise)

4) FAILED TO ACHIEVE COURSE STANDARDS. A student will fail to achieve course
standards if any of the following apply:

a) Fails to meet height and weight standards IAW AR 600-9 after enrollment.
b) Fails the APFT retest.
c) Receives less than the minimum passing grade on a Written Examination retest.
d) Receives three or more UNSATISFACTORY (UNSAT) ratings in the
Demonstrated Abilities block (Item 14) of the DA Form 1059.
e) Relieved from the course for disciplinary reasons or violations of the standards of
conduct outlined in paragraph 7(b) of the SEP cover memorandum.
f) Relieved from the course for academic reasons.

b. Item 14, Demonstrated Abilities. For the Demonstrated Abilities block, students may receive
one of four evaluations in the five categories listed below, based on the following:
(Use Table 1 to establish rating determined by minimum established pass grade)

1) WRITTEN COMMUNICATION. SGLs will base the Written Communication rating
primarily on the Research paper. SGLs may consider other class writing assignments,
such as memoranda or Operations Order.

a) SUPERIOR To receive a "SUPERIOR" rating a student must achieve 90 percent
equivalent or above on any graded written communication. Students can receive no
unsatisfactory ratings.
b) SATISFACTORY To receive a "SATISFACTORY" rating a student must
achieve 70 89 percent equivalent on any graded written communication.
c) UNSATISFACTORY To receive an "UNSATISFACTORY" rating a student
must achieve below 70 percent equivalent on any written communication. Should a
student receive an UNSATISFACTORY rating for any written communication,
he/she shall receive a Marginally Achieved Course Standards, on DA Form 1059.

2) ORAL COMMUNICATION. SGLs will base the Oral Communication rating on the
Leadership Position Evaluation, oral presentations such as Research briefings and class
participation in addition to the other briefings.
Appendix E
E-52

a) SUPERIOR To receive a "SUPERIOR" rating a student must receive all of the
following: an overall Superior rating on the above mentioned oral presentations;
Superior ratings on Items 3, 4 and 5 on the Leadership Evaluation Form; no
negative counseling statement from his performance in Leadership positions and no
NO-GO ratings on any oral communication requirements during the course.
b) SATISFACTORY To receive a "SATISFACTORY" rating a student must receive
all of the following: an overall Superior rating on the above mentioned oral
presentations; a Satisfactory rating on at least two of the three Communication
Items (# 3, 4 or 5) on the Leadership Evaluation Form; no negative counseling
statement from his performance in Leadership positions and no "NO GO" ratings on
any oral communication requirements during the course.
c) UNSATISFACTORY To receive an UNSATISFACTORY rating a student
must: receive at least ONE negative counseling statement for poor oral
communication skills (e.g., excessive use of profanity, distinctiveness, or voice
control); receive three unsatisfactory ratings for communication (Items 3, 4 and 5)
of the Leadership Evaluation Form. Should a student receive an Unsatisfactory
rating for the above mentioned oral presentations, he/she shall receive a
Marginally Achieved Course Standards on DA Form 1059.

3) LEADERSHIP SKILLS. SGLs will base the Leadership Skills rating primarily on the
Leadership Position Evaluation and other Leadership Performance Evaluations ratings.

a) SUPERIOR To receive a "SUPERIOR" rating a student must receive a first time
GO on all Leadership Performance Evaluations, an overall Superior rating on
the final Leadership Position Evaluation, no negative/derogatory Spot Reports (after
final inquiry as determined by the SSGL) and no negative counseling statements
from his performance while in any other leadership position.
b) SATISFACTORY To receive a "SATISFACTORY" rating a student must receive
a "GO" on at least three of the Leadership Performance Evaluations, no more than
ONE Unsatisfactory rating from his performance while in any leadership
position, no more than two negative/derogatory Spot Reports (after final inquiry as
determined by the SSGL).
must receive a NO-GO rating on three or more of the Leadership Performance
Evaluations, TWO or more Unsatisfactory ratings from his/her performance
while in any leadership positions, three or more negative/derogatory Spot Reports
(after final inquiry as determined by the SSGL), or failure of the APFT retest. A
negative counseling statement for apathy, poor attitude, or failure to fully
participate in training events will result in an AUTOMATIC "Unsatisfactory"
rating.

4) CONTRIBUTION TO GROUP WORK. SGLs will base the Contribution to Group
Work rating primarily on the students participation in the lesson discussions, practical
exercises and class projects.

Appendix E
E-53
a) SUPERIOR To receive a "SUPERIOR" rating a student must consistently
enhance training by sharing his/her experiences, receive no negative counseling
statements regarding class/group participation or failure to complete
reading/homework assignments, or failure to prepare for class, and contribute above
and beyond that of fellow classmates
actively participate in classroom discussions, and receive no more than ONE
negative counseling statement for poor class participation, disruptive behavior, or
lack of participation.
must receive TWO or more negative counseling statements for poor class
participation, disruptive behavior, lack of participation, or failure to complete
reading/homework assignments.

5) EVALUATION OF STUDENTS RESEARCH ABILITY. SGLs will base the
Evaluation of Students Research Ability rating to include Research Report and other
activities or assignments requiring research such as FTX preparation.

a) SUPERIOR To receive a "SUPERIOR" rating a student must achieve 90 percent
equivalent or above on all graded research assignments or activities.
achieve 70 89 percent equivalent on all graded research assignments or activities.
must receive less than 70 percent equivalent on all graded research assignments or
activities. Students may also receive two or more negative counseling statements
for failure to complete reading/homework assignments or failure to prepare for
classes.

5. Honors may be awarded to students who meet the criteria below. The GPA is established by
adding the scores of all academic tests/evaluations (does not include leadership evaluations) and
dividing the sum by the total number of tests and evaluations. Scores will be rounded to two
decimal places (i.e. 98.72%).

a. Distinguished Graduate - The distinguished graduate will be selected based on the Total
Soldier concept and the following criteria.

1) Possess the highest overall GPA within the class, but not less than the top 95 percent.
2) Successfully completed all examinations, evaluations and annexes the first time
administered.
3) Has not received any adverse counseling.
4) Must have attended all class functions (this includes all community/special projects).
Community projects must have been coordinated and executed by the students. Must
have participated in class projects to include any class organized breakfasts or dinners.
5) Must have received a SUPERIOR rating on all Leadership Evaluations.
6) Must have received a SUPERIOR rating on the Small Group Leader (SGL) End of
Course evaluation.
Appendix E
E-54
7) Must have taken and successfully passed the End of Course Army Physical fitness Test.

b. Honor Graduate/Graduates - The Honor Graduate/Graduates will be selected based on
the Total Soldier concept and the following criteria.

1) Possess the next highest overall GPA within the class, (must be at top 90 percent
equivalent or higher).
2) Must not exceed the top 20 percent of class enrollment (distinguished graduate is
included in the top 20 percent)
3) Successfully completed all examinations and evaluations the first time administered.
5) Must have attended all class functions (this includes all community/special projects).
Community projects must have been coordinated and executed by the students. Must
have participated in class projects to include any class organized breakfasts or dinners.
6) Must have received a SUPERIOR rating on all Leadership Evaluations.
7) Must have received a SUPERIOR rating on the Small Group Leader (SGL) End of
Course evaluation.
8) Must have taken and successfully passed the End of Course Army Physical Fitness
Test.

c. Commandants List - The Commandants list graduate(s) will be selected based on the
Total Soldier concept and the following criteria.

1) Must possess an academic average of 90 percent equivalent or higher.
2) Will not be included in overall honors reserved for the top 20 percent of the class
enrollment.
3) Selected based on GPA ranking.
4) Successfully completed all examinations, evaluations and annexes the first time
administered.
6) Must have taken and successfully passed the End of Course Army Physical Fitness
Test.

d. Distinguished Leadership Award. The Distinguished Leadership Award is based on
leadership observations in the garrison and field environments respectively and voted by the
class. This award is presented to the student who demonstrates those traits of leadership that is
in keeping with the highest traditions of the Noncommissioned Officers Corps. All NCOs in
the class are eligible for the Distinguished Leadership Award.
Appendix F
Master Training Schedule
F-1
MASTER TRAINING SCHEDULE
101-25U30 Signal Support Systems Specialist, BNCOC
Regimental Noncommissioned Offices Academy
Fort Gordon, Georgia 30905-5491

Effective
Date:
01 MAY 2006

Effective
For Class:
25U30 - 020 - 06

ACADEMIC
HOURS
LESSON PLAN TITLE LP
NUMBER
HOURS & METHODS OF
INSTR

MODULE A - COMPUTER
TECHNOLOGY

1 - 37 FBCB2 25U3C4L1 0.5 CO
3.3 CO
1.1 CP
8.5 DP
23.3 PE
37.2 0.5 CO

38 - 42 FBCB2 Exam/AAR 25U3C4CT 0.4 CO
4.0 TE
0.2 TR
4.7 0.1 CO

41.9 FBCB2 HRS

NETWORKING ESSENTIALS PLUS

43 - 47 What is a Computer Network? NEP01B / B05D 0.1 CO
2.6 CO
2.2 P3
5.0 0.1 CO

48 - 47 Network Topology NEP02B / B05D 0.1 CO
1.0 CD
1.2 CO
1.0 CP
1.2 P3
4.6 0.1 CO

53 - 57 Network Hardware NEP03B / B05D 0.1 CO
2.9 CO
1.0 P1
1.0 P3
5.1 0.1 CO

58 - 62 Ethernet Technologies NEP04B / B05D 0.1 CO
3.5 CO
Appendix F
Master Training Schedule
F-2
2.0 P3
5.7 0.1 CO

63 - 65 Token Ring, FDDI, and Other LAN
Technologies
NEP05B / B05D 0.1 CO
1.3 CO
1.0 P3
2.5 0.1 CO

66 - 67 Serial Protocols, 802.2, LLC, NetBIOS,
NetBEUI
NEP06B / B05D 0.1 CO
1.0 CO
1.0 P3
2.2 0.1 CO

68 - 74 TCP/IP Protocols NEP07B / B05D 0.1 CO
4.6 CO
2.0 P3
6.8 0.1 CO

75 - 77 Switching and Routing NEP08B / B05D 0.1 CO
1.2 CO
1.6 P3
3.0 0.1 CO

78 - 80 Network Management and Security NEP13B / B05D 0.1 CO
1.5 CO
1.0 P3
2.7 0.1 CO

40.0 N+ HRS

**********************************************************************
**********

Graduation and Outprocessing
**********************************************************************
**********

Total Academic Hours (ACH): 460.0
Course Length: 12 weeks - 2 days

This MTS reflects the instruction of lessons based on a 38 hour week, but not necessarily reflect
the week, day or hour a student receives instruction. For sequence of Modules and Lessons,
please refer to the Course Management Plan (CMP) for this course.

DATE APPROVED:

SIGNED:

John L. Murray
CSM, USA
Commandant

Appendix G
Test Control SOP
G-1

ATZH-LCA-C-TCO (1f) 13 FEB 06

MEMORANDUM FOR REGIMENTAL NONCOMMISSIONED OFFICER (RNCOA) Test
Control and Alternate Test Control Officer, (TCO/ATCO)

SUBJECT: Test Control Standing Operating Procedures (SOP)

1. References:

a. TRADOC Memorandum, Subject: Test Policy and Procedures Memorandum and
Enclosures, 6 Oct 01.
b. TRADOC Reg 350-70, Chapter VI-7, Student Performance Measurement/Testing, 9 Mar
99
c. TRADOC Reg 350-18, The Army School System, Chapter 3, paragraph 3-11, 26 May 00.
d. TRADOC Reg 350-10, Institutional Leader Training and Education, Chapter 2, paragraph
2-9, 12 Aug 02.
e. Course Management Plan (CMP).
f. TRADOC PAM 350-70-5, Systems Approach To Training: Testing, 20 Aug 04.
g. USASC&FG Reg 350-22, Test Control Policies and Procedures, 23 Jan 06

2. Purpose: To prescribe procedures for administrative records, procurement, administering,
handling, storing, scoring, scheduling, disposition, and security of test documents at Test Control
Facility, Salzman Hall, Room 221.

3. Scope: This policy reflects the current operational procedures for test administration for the
RNCOA.

4. Appointments: The Commandant will appoint/relieve in writing, the TCO/ATCO. The
TCO/ATCO must be a noncommissioned officer in the pay grade of E-7 or above and be a
graduate of ANCOC course. The Commandant may also appoint a civilian GS-5 or above when
there are no senior noncommissioned officer available. The Commandant will also appoint from
each Branch, ANCOC/BNCOC Small Group Leaders (SGLS) a C2 Contractor as Test
Administrators/ Examiners and Handlers to administer specific tests. The SGL/Instructor must
be present during the entire testing session. At no time does anyone other than the TCO/ATCO
will issue a test or test materials to another person. Test Administrators/ Examiners and
Handlers must be graduates of the Course and must hold the rank of SSG or above for BNCOC
and SFC or above for ANCOC. They must receive a briefing from the TCO/ATCO.

Since the Test Control Facility is maintained in room 221 of Saltzman Hall, The TCO and
ATCO must be on appointment orders assigning unaccompanied access to that room. Personnel
authorized unaccompanied access are the Commandant, Deputy Commandant, and Chief of
Training. All others will be escorted. All appointment orders will be placed on the exterior of
the door to the room that contains Sensitive testing material. The TCO must provide a copy of
Appendix G
Test Control SOP
G-2
all appointment /relieve orders mailed or faxed to USASMA-DOTD, 11291 SGT E. Churchill
St., Fort Bliss, TX 79918-8002.

5. Storage of Test Material: All testing material for each Branch will be stored in separate
locked file cabinets located in room 221 of Salzman Hall. This room will be designated as the
Testing Control Facility. The room will be secured with a metal bar secured with a series 200
pad lock and the keys for each file cabinet will be maintained in a key box in the Test Control
Facility. The only persons authorized access to the key box containing the test cabinet key, are
the TCO/ATCO. The TCO/ATCO will only signed for keys to entrance door of the Facility.
The Key to the key box will be kept inside the Test
Control Facility. The following items to be secured inside the Test Control Facility are:

a. Locked cabinets containing sensitive testing materials.
b. Locked cabinets containing sensitive CD or Diskettes.
c. Locked cabinets containing student academic records.
d. Locked cabinets containing student answer test sheets.

6. Marking of Test Material: Only the Test Control Officer (TCO) or Alternate Test Control
Officer (ATCO) will open test material received from Training Development (TD) and
USASMA through distribution. Mark test components as Sensitive Examination (Testing)
Materials on the front/back (top or bottom) covers and front of every page of the test if not
already marked. All electronic versions to include all portable medium (CD or Floppy) of
sensitive test material will have the warning DO NOT COPY, PRINT, TRANSMIT, OR
SAVE UNLESS SPECIFICALLY AUTHORIZED. When opening electronic testing
materials, the first page displayed will be a cover letter containing the warning. Sequentially
serial number all test components to include CD ROMs and Diskettes, using the schools office
symbol ATZH-LCA-C as the prefix to the serial number. The test version (A, B, C) or (1, 2, 3)
and the serial number (001, 002). Do not use serial numbers of previously destroyed materials
for new test materials.

Example: ATZH-LCA-C-A8CT-VA-001-020

The TCO/ATCO will conduct a 100 percent inventory of all test materials upon receipt and
account for them using the DA Form 5159 (or a locally generated form). The TCO/ATCO will
store all test materials in a locked room or secured containers (Test and Solutions/Answer Keys
in separate drawers) with access limited to authorized personnel only. Proper key control to
these sensitive containers must be exercised as with other sensitive keys (See Item 23).

7. Inventory of Test Material: The TCO/ATCO will conduct an inventory of all test material
quarterly as a minimum and maintain records for one year, using DA Form 5159. This quarterly
inventory will include reproduction/destruction documents. Record test material being signed
out or removed in the NOTE section of DA Form 5159, or record on FG Form 1256 Test
Sign-out Roster. If using a log, attach it to the DA Form 5159 for that quarter and the annotation
see attached log made in the NOTE section of DA Form 5159 (or a locally generated form).
The inventory must include all items listed on DA Form 5159. Additional inventories may be
necessary upon reproduction of exam booklets.
Appendix G
Test Control SOP
G-3

8. Retention of Student Testing Records: The TCO/ATCO will separately maintain all answer
sheets and associated paperwork for graduates until course completion in their Branch/Section
test file cabinet located in the Test Control Facility. Once the course is completed, then destroy
by burning, melting, shredding, or chemical decomposition. Test answer sheets of graduates and
non-graduates for non-academic reasons will be destroyed upon course completion. Academic
failure test answer sheets will be retained for a period of 24 months. Retained answer sheets are
placed in a sealed envelope and the TCO/ATCO signature placed over the seal. The course
name, class number, class date, name of the student, and an assigned serial number (ATZH-
LCA-C-A8CT-V1-011) will be placed on the front of the envelope. The serial number will be
annotated on the quarterly inventory. Once the 24-month retention period for test material
reached, then the material is authorized for destruction (See section number 19 of this
document). Academic failure answer keys and completed answer sheets (Practical Exam sheets)
will be stored in a different drawer from other test components. Answer keys will consist of only
the answer without the questions.

9. Reproduction/Receipt of Test Materials: Only the TCO/ATCO has authorization to reproduce
and/or destroy test materials IAW CMP guidance. They will inform the Battalion Commander
of all reproductions and maintain a reproduction log (Locally generated and attached to DA
5159) for 12 months. All examinations and components will be marked Sensitive
Examination (Testing) Materials and assigned a serial number (Example; ATZH-LCA-C-
A8CT-V1-001) when reproduced. Upon receipt of test material, it will be marked with the
appropriate markings if not already marked. Conduct an inventory upon reproduction/ receipt of
test items.

10. Testing Sessions: The TCO/ATCO will issue examinations on previously coordinated
testing times/dates and remain available until the completion of all testing requirements. Test
Examiners must secure the pocket folder/attach case with the TCO/ATCO during the grading of
the test and pick it back up with the test results approximately ten minutes before the AAR. Do
not allow loitering in or around the TCO/ATCO office during the grading period.

11. Duties and Responsibilities:

a. The TCO/ATCO will issue Test Examiners the exact number of examination booklets,
answer sheets, AAR sheets, scratch paper needed to test his/her class, and placed in a pocket
folder or attach case for transporting exam items. The Test Examiners must read the TCO SOP
and conduct an inventory of all materials prior to signing for them.
During the inventory the examiners must look for marks, missing pages and unserviceable tests.
Once the Test Examiners sign for the materials, they are solely responsible for all the
components.
b. Advise the Commandant and Chief of Training on matters pertaining to test control
procedures and administration.
(1) Maintain a testing facility Standing Operating Procedure (SOP) containing the following
as a minimum:

(a) A records system for administrative operations of the testing facility.
Appendix G
Test Control SOP
G-4
(b) Procedures for requisitioning, handling, storing, scheduling, administration, and
scoring of tests.
(c) Disposition of test materials.
(d) Procedures for transmitting test results to the proper personnel.
(e)Procedures governing security of test materials IAW this CMP.

(2) Designate in writing personnel authorized access to and handling of test materials, and
ensure:

(a) Thorough indoctrination of all personnel in the testing facility.
(b) All personnel, upon their assignment to the testing facility, review the testing facilitys
SOP and quarterly thereafter. Maintain written documentation for a period of one year.
(c) That personnel who administer and score tests, understand and practice correct
procedures for administering and scoring each assigned test.
(d) To monitor all procedures prescribed in the testing facility SOP.

(3) Establish a Quality Assurance (QA) Program to inspect testing sessions to ensure the
proper handling and administering of all tests. RNCOA TCO/ATCO will inspect test sessions
quarterly. Records will be maintained until the next accreditation visit. This will ensure that
only authorized personnel handle test booklets, scoring keys, and completed answer sheets.

(4) Exercise close supervision over all phases of test receipt, storage, protection, issue,
administration, scoring, and destruction.

(5) The following are TCO responsibilities that are necessary to secure and safeguard all
examinations. The TCO will:

(a) Maintain control over all examination materials. TD will hand carry all test materials
only to the TCO/ATCO via return receipt mailing. USASMA will send all examination
materials for Stand Alone Common Core (SACC) via distribution to the TCO/ATCO.
(b) Upon receipt of test material, conduct a 100 percent quality control check of all test
material. Check examination booklets to ensure that there are no missing pages and that all
pages are legible. Stamp or mark all examination booklets with a control number immediately
upon receipt from the print plant or from the person reproducing the examination. This is an
essential requirement to maintain accountability of examination materials. Remember, the
master must also have a control number, as well as CDs, floppy disk, etc.
(c) Prior to issuing examination booklets to the Test Examiner, place a control number on
the examination answer sheet on upper right hand corner. Ensure the control number on the
answer sheet corresponds to the control number on the examination booklet issued with it.
(d) Issue each Test Examiner only the number of examination booklets and answer sheets
required to test his students. Inventory the examination booklets and answer sheets with the Test
Examiner prior to issuing them. The Test Examiner accepts responsibility for the examination
materials while they are in his/her possession. When the Test Examiner returns the examination
materials to the TCO, the TCO will inventory them to ensure proper accountability.
Appendix G
Test Control SOP
G-5
(e) Store all examination material not in use where only authorized personnel have access
to it. Examination material includes the examination booklets, exam item sheets, completed
answer sheets, and changes to test material.
(f) Maintain a copy of the written Criterion Test Instructions (CTI) and for the Stand
Alone Common Core (SACC) tests, Test Administration Guidance (TAG), at all times, see
Appendix A, CMP.
(g) Ensure that the Test Examiners do not know in advance what questions are on the
examination.
(h) Test Examiners examination material must be signed out on FG FORM 1256 prior to
their administering the examination. The TCO or ATCO, other than the Test Examiner who
gave the exam will collects all examination material for grading. The Test Examiner who gave
the examination will not grade examinations.
(i) Upon receipt of new tests or changes from the TD, remove and destroy the old versions
and replace them with the new versions or changes.
(j) Control and safeguard changes to the same standard as current test material.
(k) Maintain an inventory of Branch test material using DA Form 5159 (or a locally
produced form). Inventory will be conducted quarterly and additional inventories may be
necessary upon reproduction of exam booklets. Maintain records for a period of one year.

12. Test Administrators/Examiners: Must be SGL/Instructor qualified, must be on written
orders, and briefed at least quarterly by the TCO/ATCO. Written documentation is required.
Maintain the review sheets for one year. All examiners will comply with this SOP, test
examiners checklist, and all related references and guidance in the Test Control Facility.

a. Have students verify that they are physically and mentally capable to take examination by
either signing DA Form 5160 or a locally generated form.
b. Be present during all phases of testing.
c. Respond as rapidly as possible to students with questions (raised hand).
d. Ensure that the classroom is set up and ready for administration of student testing.
e. Inventory student references ensuring they are free of markings/highlighting.
f. Ensure all required test components are present.
g. Ensure all examinees remain quiet during testing.
h. Ensure adequate climatic conditions exist in testing room.
i. Ensure lighting is adequate.
j. Enforce no food/drinks policy in testing room. Exception to this policy is water.
k. Not provide a meaning for a test question nor prompt a correct answer.
l. Circulate through the classroom on a random basis to observe any suspicious activity, or
position yourself so as to have visual observation of all examinees without creating a distraction.
m. At no time leave the examinees unattended after issuing the exams.
n. Provide student with time remaining warnings, e.g., 60, 30, and 5 minute intervals verbally
or written on the board.
o. Allow students to use any reference material available to them during the examination, for
example: student handouts, publications issued for the course, personal notes, calculators, and
computers.
p. Positively verify every students identity before administering the test. This can be
through visual identification or if the student is unknown to the Test Examiner, have the student
Appendix G
Test Control SOP
G-6
place their identification card on their desk. Go to each student and verify name and SSN with
ID card.
q. Assign one Test Examiner for every 25 students and inform him/her which section of the
room he/she is responsible for.
r. Strictly adhere to all examination start times published in the training schedule. This
means all students will start/stop at the same time. You must post the times on the board so that
all students can read them.

Example: START 0900-STOP 1100.

s. Test examiners must read the test instructions out loud verbatim from the Test
Administration Guide (TAG) or from the Criterion Test Instructions (CTI). Stress that you will
inform them of their score upon completion of the grading of all examinations.
t. Test examiners are responsible for their own relief
during testing periods and must have readily available another qualified examiner to provide
relief for personal hygiene breaks.
u. Test examiners will never leave any test materials unattended/unsecured and must remain
in the Building .
v. After the allotted time for the examination expires, and the students stop: The
SGL/Instructor will collect all test materials as quickly as possible. Strictly account for all test
booklets, answer sheets, AAR sheets, and scratch paper in roster number order. Before
dismissing examinees check test booklets to ensure that no pages are missing or contain
markings.
w. The examiner must place test items inside the pocket folder/attach case (provided by
TCO/ATCO).
x. Test examiners must report any suspected test compromise, test loss, or incidents of
cheating to the TCO/ATCO immediately.

13. Test Proctor Responsibilities: At this time not applicable within the RNCOA.

14. Testing Conditions and Standards: The following testing and environmental conditions
should bring out the students best performance. Test examiners must ensure that:

a. The test facility is reasonably free from environmental distractions.
b. The students are fully aware of the reasons and importance for taking the test.
c. Students are comfortable and rested.
d. The testing room is quiet. Frequent or loud noises may interfere with the test performance,
therefore, never conduct ordinary business in the test location.
e. Instructions are loud enough and clear so all students can hear and understand them.
f. The testing room and working surface are adequate and comfortable. Lighting should be
such that there are no shadows or strong glares on working surfaces.
g. The testing rooms ventilation, temperature, and humidity provide comfort for the
students. Unless its unavoidable, students should not test when the environmental conditions
are so extreme that it interferes with their concentration.
h. The space allotted for each student is sufficient enough to hold all his/her associated
testing materials.
Appendix G
Test Control SOP
G-7
i. No student will give or receive help during the test. The use of partitioned booths or
alternate seating helps to prevent collaboration.
j. Students may NOT have cell phones or beepers in their possession during testing.
k. Computers may be used that have references stored on them but must not be able to
communicate with other student computers.

15. Grading of Tests: The TCO or ATCO are the only personnel authorized to grade tests. The
tests will be graded in the Test Control Facility Salzman Hall Room 221. After the
examination all examiners must turn in their students test answer sheets in roster number order
for grading. The primary means of grading the test will be done using the hand scoring method.
When scoring, use the procedures below:

a. Scoring procedures: Some tests must be hand-scored; others, when special answer sheets
and pencils are used, may be scored either by hand or by optical scanner scoring machines. All
machine-scored tests may also be hand-scored for quality control.
b. Test Standards: To receive a GO, student must receive a score of 70% on all
written/hands-on/performance tests.
c. Hand Scoring: The guidance below applies to all tests that are hand-scored and have only
one correct answer for each question.

(1) Counting right answers: Prior to hand scoring ensure that only one answer per question
is marked. If more than one answer is marked then the answer is wrong. Place the right scoring
key, printed side up, over the answer sheet. Be sure that the edge of the key opposite the
identification margin of the key is aligned with the edge of the answer sheet opposite the
identification margin of the answer sheet. Count all marks that appear through the holes. This is
the number of right answers. Record this number on the top of the answer sheet.
(2) Counting wrong answers: Align the right scoring key over the answer sheet. Count all
unmarked answer spaces. This is the number wrong. Record this number on the top of the
answer sheet.
(3) Any test failures must be checked independently by a second person. When recounting,
total the number of wrong answers and right answers. The total should equal the highest
possible score for the test.

d. Calculate Percentile Score: To count incorrect answers, align the appropriate scoring key
over the students Answer Sheet. Record the number of wrong answers on the students Answer
Sheet and convert the score into a percentile score.

e. Once all tests are graded, the TCO/ATCO will complete a Matrix Sheet and provide a copy
to TD. Then provide the test score to the SGL/Instructor. The Matrix Sheet will be maintained
in the Test Control Facility for test failure records only. If there are any test failures, the
SGL/Instructor will identify and focus the remedial training on those ELOs that the student
failed. Counsel those students who fail the test. Include a plan of action to improve and pass the
retest. Explain how and what remedial training will take place. Document the counseling using
the DA Form 4856 (Developmental Counseling Form). A mandatory remedial training period
for the soldiers in question will be conducted. The retest will be conducted no sooner than 24
hours after and no later than 48 hours of the initial test. A different version of the test will be
Appendix G
Test Control SOP
G-8
administered. If the soldier fails the retest appropriate remedial actions will be taken IAW
USASC & FG Reg 350-5.

16. AAR procedures will be as follows:

a. At the beginning of the exam, issue each student a test booklet and answer sheet.
b. Have the students write their names and student numbers on their answer sheet.
c. Once the students complete the exam, the students will turn in the test booklet and test
answer sheet to the Test Examiner. After the TCO/ATCO grades the examinations, the Test
Examiner may begin the AAR. Prior to the AAR, the Test Examiner will pass out the answer
sheets. The Test Examiner will conduct the AAR by using one test booklet and go over each
question and discuss the correct answers with the students. At the conclusion of the AAR, the
Test Examiner will collect all answer sheets and turn them into the TCO to store in students
record.

17. Test Item Certification Committee (TICC): The TCO/ATCO must conduct a test item
analysis of the results of each examination to identify any test item discrepancies, such as 40
percent or more of the students failing a particular test item (question). Detailed instructions on
anomalies to evaluate will be given to the TICC prior to their analysis task. In the event of such
a failure rate, the Commandant or Chief of Training must convene a TICC of no less than three
cadre personnel. The TICC committee will be made up of the Supervisor of TD, NCOIC of TD,
The TD personnel on specific CMF, TCO/ATCO, Senior SGL, and SGL/Instructor.

a. The most important aspect of test item analysis is the TICC. If more than 40 percent of the
students answer an item incorrectly, or designated anomaly is detected the TICC must review the
test item for validity based on the following as a
minimum:

(1) Is it a valid test item (grammatically correct with only one correct response)?
(2) Did review of the TSP ensure the material was taught?
(3) Did the SGL/Instructor adequately present the material?
(4) Does it appear to be a trick question?
(5) Was the item explicit enough for respondent to easily understand it?
(6) Is the item overly complex (requires several readings for the reader to understand)?
(7) Are the distracters too closely worded (not distinguishable)?

b. The TCO will coordinate with the TD on specific CMF to determine if the question is
valid or needs rewriting. If the TD determines a question is not valid, the TD then makes a
recommendation to the TCO of a potential defective test item to determine corrective action.
Once TCO has been notified, the TCO will contact the Commandant or Chief of Training to
make the determination whether to award credit to all students for that test item.

18. Test Scheduling: TCO/ATCO must administer all retests IAW
the training schedule. The SGL has responsibility for preparation of the testing facilities, such
as; buildings and classrooms being unlocked, reference material in place, and coordinating
students for any retest.
Appendix G
Test Control SOP
G-9

19 Actions for Loss, Compromise, or Possible Compromise of Sensitive Test Material:

a. Immediately notify the Commandant or Chief of Training.
b. Stop all testing with the version that was compromised. Testing may continue with
alternate forms of the test, if authorized.
c. Impound all complete tests and answer sheets of the compromised form of the test.
d. Place these test materials in a locked container.
e. Resume testing with the test in question only when directed to do so by the SGL.
f. The TCO/ATCO will take the following actions:

(1) Immediately notify the Commandant or Chief of Training.
(2) Ensure that a thorough investigation of the compromise, possible compromise, or loss
has been made and that proper actions are initiated to prevent recurrence of loss or compromise
of test materials.
(3) Decide the risk mitigation factors to be employed.
(4)Maintain a record of the results of the investigation and actions taken, if applicable.
(5) If warranted, initiate investigation under AR 15-6.
(6) Immediately conduct a risk assessment if compromise is substantiated or cannot be
definitely refuted (i.e., suspected but unsubstantiated).
(7) Take the following procedures for mitigation:

(a) Withdraw test from use.
(b) Re-test one or more students using non-compromised/unsuspected versions.
(c) Request assistance from CTD
(d) Take no action (i.e., in the case of unsubstantiated).

20. Destruction of Testing Materials: When test materials are
Destroyed, a Memorandum for Destruction must be made and maintain a record on file for one
year with the following.

a. Date of destruction.
b. Test serial number, number of copies and versions.
c. Person responsible for the destruction and a witness.
d. Students test sheets results with scratch papers.

**Burning, shredding, or pulping to stop recognition or reconstruction of protected
information accomplishes destruction. The primary means of destruction will be
shredding.

21. Loan or Transfer of Test Material: At this time not applicable.

22. Quality Control: The TCO/ATCO will inspect testing sessions to ensure proper handling
and administering of tests IAW CMP guidance. Inspections will be based on course schedule
and amount of testing sessions. A copy of the observations/ recommendations will be
maintained on file for 1 year as part of the Test Controls Quality Assurance Program.
Appendix G
Test Control SOP
G-10

23. Key control Procedures: Will be IAW AR 190-51 Physical Security Key Control. The
TCO/ATCO is responsible for safeguarding the keys to the test control material containers.
When not in use, keys for the test containers will be maintained in a key box located in the Test
Control Facility Office to ensure there is no test compromise. Coordinate with the Key Control
Officer/NCO on matters related to the issue, turn-in, changing and/or replacing lost keys. Keys
to the test control material containers will be inventoried monthly by the TCO using DA Form
5513. When DA Form 5513 is full, it will be retained on file for 90 days, and then destroyed.
Keys will be turned in upon removal of a TCO/ATCO from appointed duties and signed out to
the new appointed TCO/ATCO.

24. This SOP will govern all the TCO activities in the RNCOA Test Control Office, Salzman
Hall, Room 221. All test examiners need to strictly adhere to this SOP. The TCO/ATCO must
ensure that a current copy of this SOP is posted within the facility.

25. It is the TCO/ATCO responsibility to advise the Commandant and Chief of Training on all
matters of test procedures/control.

26. POC is the TCO/ATCO, 791-1597.

BONITA L.HUNTER
SGM, USA
Commandant
Appendix H
ASAT Course and Lesson Development Tool
H-1

Creating a Course
On the Power Panel Select the Individual Tab
Select Create/Edit Course Masters and a dialog box will appear
Type course id (113-SAT-(Last Name))
If course does not exist, create course by:
Insert record
o Click Insert Record Icon or select Data (insert record)
o Enter Course Number, Version, Title, TATSC and Foreign Disclosure,
o Save Record (File Save or Update Database Icon [pickle jar])
o Enter Change History Data and click OK

Opening a Course
On the Power Panel Select the Individual Tab
Select Create/Edit Course Masters
A dialog box will appear
Type course id or course title
Once the search results are displayed, double click on the row number of course to be
opened
Note: You now have the Course Tabs displayed

The Course Tabs will be used to enter Course Information for creating/editing a CAD or POI.

Course Data

Title: (Cover Page and First Page of CAD) Used to change course title
TATS Course: (First Page of CAD) Yes for Guard and Reserve, No for Active
Foreign Disclose Statement: (Cover Page) Drop down menu changes to FD 1-4
Activity: (Not Displayed) Enter Fort Gordon, GA

Foreign Disclose Statement: (Cover Page of POI) Read only, displays current Foreign Disclose
Statement

Purpose: (First Page of CAD) The Purpose tab is a Block Data tab that is used to enter a
concise statement of the course purpose, describing the specialty, duty positions, generic
equipment systems, or functions for which graduates will be qualified.

Scope: (First Page of CAD) The Scope tab is a Block Data tab that is used to enter the major
subject areas, topics, or general tasks covered by the course.

Prerequisites: (First Page of CAD) The Prerequisites tab is a Block Data tab that identifies the
course entry requirements for this particular course. These entry requirements are what
personnel must successfully complete prior to qualification for entry into training for which they
are being considered (not specialty/MOS or course graduation prerequisites).

Eligibility: Not Used
Appendix H
H-2

Curriculum: No Used

Remarks: (Second Page of CAD) Any additional information you want to tell TRADOC

Supersedes: (Cover Page of POI) The Supersedes tab is a Block Data tab is used to enter the
course Id, phase, version, title, and approval date of the superseded POI. If the POI is not
superseded, please enter "None".

Lesson Links: (Not Displayed in POI) Allows the user to link one or many lesson plans to the
selected Course. Click on the Select All button and type the course number or title in the
dialogue box. Link the lesson by double clicking the lesson title. The lesson will turn purple
when linked.

Lesson Distribution: (Not Displayed in POI) A view only display tab and is not editable. This
tab shows all the lesson linkages made to the selected Course Master.

Phases: (Not Displayed in POI) This tab is a drill down tab that shows the various course phase
components. The user may also add, delete and modify phases to this particular course.

Specialties: (First Page of CAD) This is a picklist tab that lists the Specialty code and
description for which the course provides qualification training, e.g., MOS, AOC, ASI, SQI.
This tab is used to link a specialty record(s) to the course. Click the view all button, select all,
find the specialty and link it to the course.

ITP: (First Page of CAD) This tab is a picklist link tab that allows the user to link the Individual
Training Plan( ITP) Id that is directing the course training strategy and requirements; e.g., MOS,
AOC. This tab is used to link the appropriate supporting ITP to the course. Click the view all
button, select find the ITP and link it to the course.

CMP/Student Eval: (Not Displayed in the POI) The Course Management Plan (CMP) is a
document that provides the course managers and the instructors the information required to
manage and conduct the course. It is required for exported training courses, phases, or modules.
The CMP starts upon the approval of the course design. The CMP will contain information
necessary for managing and conducting the course. Format and component guidance is in
TRADOC Reg. 350-70. Samples are at Appendix E, of that regulation of Lesson Plans, TSPs,
and CMP formats and components.

Collective Tasks (via Lessons): (Not Displayed in the POI) Displays collective tasks that have
been linked to the course via a lesson.

Collective Tasks (Planned): (Not Displayed in the POI) Allows the Training Developer to link
Collective Tasks that are planned to be taught in a course. Once a course is established, the
Collective Tasked (Planned) tab is not used.

Appendix H
H-3
Individual Tasks (via Lessons): (Individual Task Summary of POI) Displays Individual Tasks
that have been linked to the course via a lesson.

Individual Tasks (Planned): (Not Displayed in the POI) Allows the Training Developer to link
Individual Tasks that are planned to be taught in a course. Once a course is established, the
Individual Tasks (Planned) tab is not used.

Change History: (Not Displayed in the POI) This view-only tab displays when a user makes a
change to a record and either, closes a record, uses the File/Save menu option, or uses the Update
Database toolbar button, a Change History Window displays for the user to annotate what
changes were just made to that record.

Creating a Phase
This tab is a drill down tab that shows the various course phase components. The user may also
add, delete and modify phases to this particular course

Delivery Group: (Header of POI) An alpha character is automatically inserted with each
record, sequentially, starting from "A".

Phase Id: (Header of POI) Used to enter the Phase Identifier. Add a phase Id starting
with number 1. This is a 2 character numeric field, and is not system driven. The user
must add this information.

Status: (Header of POI) This is a drop-down window selection of the following items:

Draft
Commandant Approval
Return without Action
Returned For Action
MRAD Validated
DCST Validated
SMDR Approved
Suspended

CAD/POI? This drop-down window selection allows identification of this phase to be either
a Course Administrative Data (CAD) or a Program of Instruction (POI). Select one.

Management Category: (Header of POI) Used to select a management category from the
drop down list box. Select one of the following items:

Mobilization
Resident
ADT
IDT
Distance Learning

Appendix H
H-4
Status Date: This date is computer generated and changes when the status in the "Status"
field changes.

Double click row number to open Phase

Phase details: (Second Page of CAD) Security Classification, Implementation (3
years from the time of creation), ATRRS: Type (Type of Audience), ITRO,
Contract, Fiscal Year

Variable: (Second Page of CAD) This tab is a Detail Tab showing the course
length, academic hours, class size and Instructor Contact Hours (ICH) information.
This window allows the user to edit or add information to the course.

Validation: (Second Page of CAD) This tab is a Detail Tab showing the
Validation information for this Course Phase. This window allows the user to edit or
add information to the course phase.

Proponents: (Third Page of CAD) This tab is a detail data type tab which allows
the user to select information concerning the proponents for this course, such as
design and development, instructor provided support, Army course, and training
evaluation proponent. A proponent is an organization or staff element that is
responsible for the subject matter material in its area of interest.

Training Locations: (Third Page of CAD) Select view all. Double click training
location to link to course

Course Masters: Read only Tab that displays information from Course Tabs.
Select back to main TAB

Phase/Admin: The Approval tab is a Block Data tab used to enter the name and
full address of the agency that is the approval authority. The POI Approval date is
computer generated
o Phase Scope: (Second Page of CAD) This tab is a Block/Memo Data Tab.
The Scope Tab should reflect the major subject areas, topics, or general tasks
covered by the course.
o Special Information: (Second Page of CAD) This tab is a Block/Memo Data
Tab. Information added in this tab should be used to identify special or
additional information for student selection (such as special approval), for
preparation of orders (such as course length for specific students) or for
explaining a course phase. If a course has separately scheduled phases,
describe the scope of each phase in a separate paragraph. If a course is to be
taught at other locations (not listed in the ATRRS table of ASAT) make note
of the exact location, to include any administrative type information of that
location. Note: with single phase courses leave blank
o Curriculum: This window is a Block Memo Data Tab. Enter curriculum
information, if appropriate.
Appendix H
H-5
o Remarks: (Second Page of CAD) This tab is a Block/Memo Tab. This is a
text window. Information can be added/edited/deleted at the discretion of the
proponent.
o Supersedes: (Cover Page of POI) When document(s) are being replaced or
obsolete upon approval of this CAD/POI, enter the type of document, title and
date, to clearly define what is being replaced. Enter "None" if there is no
suppression date.
o Prerequisites: (Second Page of CAD) This tab is a Block/Memo Tab.
Information on this window identifies the training that must be successfully
completed to qualify for entry into a succeeding phase. Use this tab to
view/edit/add information, as required.
o Lesson Sequence: This tab is a display only tab that allows editing of two
fields only. The user can sequence the lessons that are displayed by entering
sequential numbers, as desired.
o Memo of Transmittal: (Last Section of POI) The Memo of Transmittal Tab
is a Block Data tab that is used to enter a transmittal letter to submit a
Program of Instruction (POI) or a Course Administrative Data (CAD) to
TRADOC. This is the textual information requested by HQ TRADOC,
DCSOPS&T, and Training Operations Management Activity requesting
proponents to specify the reasons for the submission of a CAD/POI for
validation.
o Note: For classroom environment copy and paste memo of transmittal is
located on desktop.
o HQ Memo: read only. Select back to main menu

Creating a Module
Select module TAB from the Phase Tabs
Create Module by selecting Insert Record Icon
Module A will appear
Select version
Pull Down Menu for Type- (Training or Mandatory)
Enter Module Title

NOTE: Repeat above steps for every module you plan to develop/create

Save Modules by selecting update database with your changes Icon (Pickle Jar)

Entering Module Information
Double click on row number to open module for entering information
o Module Detail: The Module Detail Tab shows the Type and Title of the module.
This information was carried over from the previous window. However, this
detail tab will allow the user the ability of changing the module title and type
again, if desired.

o Purpose: (Training Module of POI) The Module Purpose tab is a Block Data tab
that is used to enter an explanation of the selection of the lessons being linked to
Appendix H
H-6
this particular module. Some examples of purpose statements might be because
of Major Subject Areas, Major Topics, Training Objectives, Systems,
Organizations, etc. A clear purpose will give the user the understanding of why a
selection of lesson(s) were made, for this module.

o Remarks: (Training Module of POI) The Module Remarks tab is a Block Data
tab that is used to enter any information that is required or desired by the
user/developer with reference to this module.

o Technique of Delivery: (Training Module of POI) The Technique of Delivery
Tab is a view only display tab and is not editable. The tab shows the roll up of the
Instruction Time for the Techniques of Delivery selected (via lessons) and linked
to this module. If changes are required they can be made in the "Module
Lessons" tab.

o Module Lessons: (Training Module of POI) A PickList Link tab allows the user
to connect the current record to one or more records in another ASAT table,
optionally including additional information that may be contained in the link.
External objects such as multimedia can also be linked using this tab type.
Picklist tabs can be identified by the three buttons (View Linked, View All, View
Not Linked) and the two status fields (current view and number of rows
displayed) at the bottom of the tab. Many of the features on a PickList Link tab
are the same as those on a Grid View, therefore, these tabs act very much like a
grid with some extra functionality.

Field Descriptions:

o Lesson Id: This field displays the lesson Id number.
o Version: This field displays the lesson version number.
o Lesson Title: This field displays the title of the lesson.
o Technique of Delivery: Select the technique of delivery from a drop-
down window.
o Sequence: It displays the sequence (numerically) of the lesson
supporting the mandatory training sequence assigned at the Phase
level. This sequencing will provide input to the Course Management
Plan. NOTE: This sequencing does not appear in a POI.
o Transition Statement: Enter the transition statement for each lesson
when there is more than one, if applicable. See note above.

Importing Multimedia/Handouts

Before you start this procedure you must have created a document (PowerPoint or word) that you
want to import into ASAT. NOTE: Make a note of where you saved the document on your
computer.

Appendix H
H-7
From the Power Panel select the Support Tab
Select Multimedia Data
Filter box appears (enter sat- or search criteria)
Insert record (use insert record icon or right click in displayed area.
Enter Multimedia Name (sat-YourLastName)
Save Document (Pickle Jar)
A screen will appear (Select the Multimedia file to Store in database)
Find the document you created and double click the file name to save it to the database.
NOTE: The row number will go gray and the Extension column will be filled.

Creating a Lesson Plan
From Power panel select the Individual Tab
Create/Edit Lesson Outlines/Plans
Filter box appears (enter search criteria)
Insert record (use insert record icon or right click in displayed area.

Enter following fields:
Lesson ID, Version, Status, Effective Date, Title, School, Foreign Disclosure statement,
installation, Risk Assessment level, Management Category and POC

Open lesson (double click on number, save lesson when prompted)

Lesson Tabs:
Lesson data (filled from creation)
Risk assessment Note
Foreign Disclosure Statement (Read only data)
TSP
View all
Enter search criteria
Select desired TSP by double clicking title
Select view linked to ensure correct TSP has been linked
Administrative Data
Courses Tab
View all
Select desired course(s) by double clicking title
Select view linked to ensure correct course(s) has been linked
Ind. Tasks taught
This screen allows you to link Individual Tasks, which are taught
completely by a lesson, to the lesson and if desired, copy task data into the
lesson.
Ind. Tasks supported
Not used
Ind. Tasks reinforced
Not used
Knowledges
Appendix H
H-8
Not used
Skills
Not used
Col. Tasks taught
This pick list shows the supported collective tasks and associated task
performance steps included in the lesson.
Col. Tasks supported
Not used
Test lessons
If the training is tested as part of a separate lesson, this screen will allow
you to identify the following: Lesson number in which the terminal
learning objective is tested, the time required to test the lesson material
and review the test results, and provides a brief description of the test.
Prerequisite lessons
View all
Select desired lesson(s) by double clicking title
Select view linked to ensure correct lesson(s) has been linked
Supporting products
View all
Select desired product(s) by double clicking title
Select view linked to ensure correct product(s) has been linked
Study assignments
Enter desired information
Instructor requirements
Instructor materials
Student materials
Instructional guidance
Approvals
View all
Double click to link
Enter grade, position and date
Select view linked to ensure correct approval person has been linked
Back to main tabs
Introduction tab
Introduction data tab
Method of instruction
Instructor to student ratio
Time of instruction
Technique of delivery

Appendix H
H-9
Motivator tab
Enter desired information (include COE)
Safety tab
Environmental tab
Evaluation
Enter evaluation information
Instructional lead-in
Back to main tabs

Terminal learning objective tab
TLO Action statement
TLO Description - Not used
TLO Condition
TLO Standard
TLO Learning Steps / Activities
Insert Record
Enter step number
Enter title
Note: Double click on row number of step to open learning step / activates
window
Step activity data tab
Select edit on step/activity
Enter outline needed by instructor on how to Teach lesson e.g. when to
change slides and important notes.
Enabling Learning Objectives (Optional)
Insert Record
Enter title
Double click on ELO row number to open ELO
Insert Learning Steps / Activities record
Enter step number
Enter title
Note: Double click on row number of step to open learning step / activates
window
Step activity data tab
Select edit on step/activity
Enter outline needed by instructor on how to Teach lesson e.g. when to
change slides and important notes.

Note: If using Terminal learning objective tab the Enabling Learning Objectives
tab will no longer be selectable and vise versa.
Back to main tabs
Summary tab - Section IV of the Lesson Plan
Student evaluation - Section V of the Lesson Plan
Appendix H
H-10
Practical exercises
Insert Record
Insert Record ID and Title
Open Record
Practical Exercise Data
TLO/ELO/Learning Step (Choose from dropdown menu)
Technique of Delivery
Procedures (EDIT) Write PE Procedures
Solution (EDIT) Write PE Solution
Introduction
Motivator
Safety
Environmental
Evaluation
Instructional Lead-in
Instructor Resources
Student Resources
Special Instructions
Feedback Requirements
Step summary
This read only tab provides a quick view of the following fields entered for a
learning step/activity. The data must be entered in the appropriate fields for the
step on the Step/Activity Data tab to display on this screen.
Resources tab
Facilities
View all
Select view linked to ensure correct facility has been linked
Equipment
View all
Select view linked to ensure correct equipment has been linked
Instructor type
View all
Double click to link select type
Support personnel
View all
Double click to link select type
TADSS
View all
Select view linked to ensure correct TADSS has been linked
DODIC
Enter any ammunition requirements for lesson to be given
Multimedia
Appendix H
H-11
View all
Enter VGT or Handout in Step Multimedia ID field
Select view linked to ensure correct multimedia file has been linked
Test questions
Insert record
Enter estimated time
Enter estimated difficultly
Enter type
Question text (edit)
Allows you to enter the actual question that will appear on the test
Answer text (edit)
Allows you to enter the answer(s)
Back to main tabs
Remarks
Enter desired remarks (Not printed on Lesson Plan)
Category items
Not used
Glossary
Not used
Index
Not used
Change history (read only)
Used to view all changes to the lesson plan

Developing a TSP
Go to the Power Panel
Select Individual
Double Click on Create/Edit Training Support Package (TSP)
At the Criteria dialog box, type the Product ID and select OK or enter
To insert a new record, select the Insert Icon
At the blank white line, type in the TSP ID; TSP Title; Status (proposed or
active); Comments to School Organization; POC and Effective Date
o To type the effective date, double click on the effective date and a date
block will appear
Save the date using the Save Icon (pickle jar)
Double click on the number to open the TSP
The TSP data tab will appear with the blocks already filled in (you can change
anything with a white background))
Click the description tab and type in a description for the TSP
Click the Users Box and type in the users
Click the Supersedes box and type what ever TSP the one you are creating
supersedes (if none, then state none)
Periodically hit the save button so that you wont lose what you have typed
Click the Select Lessons tab select view all
At the dialog box, type in the Lesson ID or Lesson Title
Appendix H
H-12

Print POI
Select Individual
Double Click on POI Reports (RTF)
At the dialog box type in course ID
Click OK or enter
Select POI report you are trying to run by highlighting the report and select OK
At the display panel, select lessons or validated (use lessons to print POI) and
click OK
At the Run report screen, click OK and your POI will appear in Microsoft Word
format

Print TSP or Lesson Plan
Select Individual
Double Click on TSP/Lesson Report (RTF)
You will come to the TSP/Lesson RTF Report Options Menu
o You have three options
Entire Training Support package( for the entire Support Package)
Lessons Only (This is if you want to print the Lesson Only)
Lessons via a Course/Phase (For lessons in a particular phase or
course)
After selecting the type of report you want, click OK. You will then see a screen
that says Processing Report
Then click OK after the report has been run and the report will show in Microsoft
Word format
Appendix I
Practical Exercises
I-1

PE-1 IDENTIFY INDIVIDUAL TASK STATEMENTS

INTRODUCTION

A task is a series of actions leading to a meaningful outcome. For example, we can say that
baking a cake is a task. It takes a series of actions to bake a cake: measure butter, stir
ingredients, grease pans, etc. Baking a cake results in a meaningful outcome a cake! So we
can call baking a cake a task because it fits our simple definition above.

For job/task analysis a task is a unit of work performed by a job incumbent. In the eyes of a
job/task analyst a task can be defined as follows:

TASK

The lowest level of behavior in a job that describes
the performance of a meaningful function.

Army cooks bake cakes. Is this action a task in the eyes of a job/task analyst? We can
say yes. Heres why baking a cake is the lowest level of behavior for a cook that describes the
performance of a meaningful function. If we look at such actions as measure butter, stir
ingredients, and grease pans by themselves we see they dont describe meaningful functions!
Usually, a cook will not measure butter and do nothing with it. However, a cook will measure
butter as a step in baking a cake.

In order for the execution of a performance to be a task it must conform to the six point profile.
These are as follows.

1. A task has identifiable start and stop points.
2. A task is directly observable or results in an observable product or accomplishment.
3. A task is measurable.
4. A task is performed for its own sake.
5. A task is a highly specific action.
6. A task is performed in relatively short periods of time.

A task is an action statement that conforms to the six step profile above. A performance step
(sub-task) is an action statement that conforms to the six step profile except for item number
four. It is not performed for its own sake, that is, there are other steps to be performed before the
entire task is complete.

Appendix I
Practical Exercises
I-2

Indicate which of the following are individual tasks statements.

____a. Repair a SINCGARS radio.

____b. Perform operational check.

____c. Repair suspension system.

____d. Apply first aid measures to a chemical casualty.

____e. Understand battle tactics.

____f. Perform inventory control duties.

____g. Restore an FJ-524 radio.

____h. Know foreign policy.

____i. Turn off buzzer.

____j. Perform PMCS on a TA-312 telephone.

____k. Measure ground distances on a map.

____l. Load frequencies.

____m. Maintain Tactical Local Area Network

____n. Monitor indicators.

____o. Transmit messages using a UGC-74 teletypwriter.

____p Repair wheeled vehicles.

____q. Maintain an M16-Series Rifle.

____r. Perform visual inspection
Appendix I
Practical Exercises
I-3
PE-2 Job Analysis Template

JOB TITLE: __________________________________________________________________

TASKS: DIFFICULTY

1. __________________________________________________________ T OT NFT

2. __________________________________________________________ T OT NFT

3. __________________________________________________________ T OT NFT

4. __________________________________________________________ T OT NFT

5. __________________________________________________________ T OT NFT

Choose one task from above and complete the following.

TASK NUMBER: _____________________________________________________________

TASK: _______________________________________________________________________

Condition:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Standard:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
References: ___________________________________________________________________

______________________________________________________________________________
Appendix I
Practical Exercises
I-4
Performance Steps:

1.

2.

3.

4.

5.

6.

7.

Skills the soldier must have-

S1

S2

Knowledge the soldier must have-

K1

K2

Performance Measures GO NO/GO

1.

2.

3.

4.

5.

6.

7.

Appendix I
Practical Exercises
I-5
PE-3 WRITE LEARNING OBJECTIVES

Instructions: Given the task statement and scenario below, develop an action, condition and
standard statement.

TASK: Repair a SINCGARS radio

You are creating lesson plans as a training developer in the 94E10 COMSEC/Radio
Maintainer/Repairer course. One of your responsibilities is to develop action, condition and
standard statements for each Terminal Learning Objective. Use the following information to
create your statements for the task listed above.

You are to develop a TLO to repair a SINCGARS radio.

Information given:

SINCGARS Radio
AN/GRM-122
ON-373B
Student must repair 5 of 6 faults within 60 minutes on a hands on PE

ACTION:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CONDITIONS:_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

STANDARDS:_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Appendix I
Practical Exercises
I-6
WRITE LEARNING OBJECTIVES

TASK: Repair a Tactical Local Area Network (TLAN)

You are creating lesson plans as a training developer in the 25U10 Communications Computer
Operator/Maintainer course. One of your responsibilities is to develop action, condition and
standard statements for each Terminal Learning Objective. Use the following information to
create your statements for the task listed above.

You are to develop a TLO to repair a Tactical Local Area Network (TLAN)

Tactical Local Area Network
AR 25-2
Fluke DSP 4300 LAN Analyzer
LAN toolkit
Network Map
Student will repair 4 of 5 network deficiencies within 60 minutes

ACTION:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CONDITIONS:_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

STANDARDS:_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix I
Practical Exercises
I-7

PE-4 Convert the task developed from PE 2 into a learning objective.

Task Number: _____________________________________________________________

Terminal Learning Objective

Action:_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Condition:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Standard:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Enabling Learning Objective A

Action:_______________________________________________________________________

Condition:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Standard:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Learning Step / Activity 1. ______________________________________________________
Method of Instruciton:__________________________________________________________
Instructor to Student Ratio:____________
Time of Instruction:___________________
Media:______________________________

Media:______________________________
Appendix I
Practical Exercises
I-8

Enabling Learning Objective B

Action:_______________________________________________________________________

Condition:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Standard:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Media:______________________________

Media:______________________________
Appendix I
Practical Exercises
I-9

A TEST TO END ALL TESTS

DIRECTIONS: In each item, select the one best or most logical answer by circling the letter of
your choice. Your score will be the number of correct choices.

NOTE: This set of test items make up part of an unusual test. I'm sure you have never seen one
quite like it. Do not let this bother or distract you. Take this test just like you would any
multiple-choice test. There is one and only one correct answer to each item.

1. ___________________ _________________ ____________________________________
__________________________?

a. 0
b. 0
c. 0
d. 1

2. ___________ _______ _______________ ______________ ______________________
____________________?

a. _____________________________
b. _____________________________
c. _____________________________
d. _______________________________________________________

3. ___________________________________________________________ an:

a. A______________________________
b. Z______________________________
c. L______________________________
d. M_____________________________

4. It is bi____________ and therefore has:

a. one
b. two
c. three
d. four
5. If ______ pig---- _________ you ________ color or ___________ hue _________:
a. car
b. man
c. red
d. dog

Appendix I
Practical Exercises
I-10
6. Opposite ____________________________ day ___________________________:

a. light
b. fight
c. night
d. right
7. ____________________________________________________________________?

a. App_____________
b. _________________
c. App_____________
d. App_____________

8. _______ ________ ________ James Monroe ___________ ___________ __________?

a. compromise
b. treaty
c. doctrine
d. meeting

9. Which ______________ _____________________ ___________________ false?

a. all
b. some
c. few
d. many

10. Which measuring __________ __________ __________ __________________?
a. dog
b. radio
c. calorie
d. fertilizer

11. Name ____________ foods ______________ _________________?

a. potato
b. apple
c. vegetables
d. donut

12. _________ doctor _______ ___________ _____________ of --------itis ?

a. cancer of _______________ _________________
b. inflammation of ____________ _______________
c. hardening of _________ __________________
d. physical disorder of _________ ________________
Appendix I
Practical Exercises
I-11

Directions: Circle the Test Item Action for each objective listed below. Each action must meet
the following criteria:

a. Must contain one and only one action verb.
b. Must be observable.
c. Must be measurable.
d. Must require the same skill as the objective.

Objective 1:

Given 20 rounds of M16A1 ammunition, an M16A1 rifle magazine, and an M16A1 rifle, load
the magazine within 30 seconds. Each round must feed into the weapon without causing a
malfunction.

Objective 2:

Given a 200-word rough draft, type a letter, without error, at a minimum speed of 40 words per
minute.

Objective 3:

Given a soldier who has a suspected fracture in a field environment splint the suspected fracture
with available material without cutting off blood circulation. The joints above and below the
fracture must be immobilized.

Objective 4:

Given the standard tool kit, a replacement seal, and a M75 pump containing a mechanical seal,
install the replacement seal. There should be no fluid leakage from the new seal..

Directions: Circle the Test Item Condition(s) for each objective listed below. Conditions
should address:

Objective 1:

Given the equation, determine the rate of acceleration for a train that takes 10 seconds to increase
speed from 20 mph to 30 mph.

Appendix I
Practical Exercises
I-12
Objective 2:

Given 20 rounds of M16A1 ammunition, an M16A1 rifle, and an M16A1 rifle magazine, load
the magazine within 30 seconds. Each round must feed into the weapon without causing a
malfunction.

Objective 3:

After being given a 200-word rough draft, you must type a letter without error at a minimum
speed of 60 words per minute.

Objective 4:

In a field environment, you encountered a soldier who has a suspected fracture. You must splint
the suspected fracture with available material without cutting off blood circulation. The joints
above and below the fracture must be immobilized.

Directions: Circle the Test Item Standard for each objective listed below. Standards must meet
the following criteria:

Objective 1:

Given the mathematical formula for Ohms Law, known values for current and resistance, and a
calculator, determine the applied voltage, correct to three decimal places.

Objective 2:

Given a multimeter and a quantity of color-coded resistors, identify the resistors that are no
longer within the tolerance stated in the TM.

Objective 3:

You have been given the monthly base pay of a Sergeant (E5) and the number of his dependents.
You must calculate the amount of federal tax to be withheld to the nearest dollar.

Objective 4:

Given a 300-word rough draft, the student will type a letter without error at a minimum speed of
35 words per minute.

Appendix I
Practical Exercises
I-13

Directions: Each of the following examples can be improved. Briefly indicate the changes that
need to be made and explain why.
Example 1

Which of these is the artist who is best known for his prints of tomato soup cans and Marilyn
Monroe?

a. Picasso
b. Andy Warhol
c. Leonardo Da Vinchi
d. Ludwig Von Beethoven
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Example 2

To avoid infection after receiving a puncture wound to the hand, you should:

a. Always go to the immunization center to receive a tetanus shot.
b. Be treated with an antibiotic only if the wound is painful.
c. Ensure that foreign objects have been removed from the wound.
d. Never wipe the wound with alcohol unless it is still bleeding.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix I
Practical Exercises
I-14
Example 3

Technicle advances in farm equipment

a. encourage urbanization because fewer people liveon farms
b. higher food prices
c. revolutionizd the industry
d. never occurs rapidly
e. both a and c
d. none of the above
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Example 4

All of the following are correct procedures for putting out a grease fire in a pan on the stove
except:

a. Do not move the pan.
b. Pour water into the pan.
c. Slide a fitted lid onto the pan.
d. Turn off the burner controls.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Example 5

A word used to describe a noun is called an:

a. Adjective.
b. Conjunction.
c. Pronoun.
d. Verb.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix I
Practical Exercises
I-15

Directions: Using the information on the Systems Approach to Training, use the space provided
on the next page to write five short answer test items based on the information given. Remember
to write the answer first, then the question.

SAT is the Armys training development process. It is a disciplined, logical approach to
making collective, individual, and self-development training decisions for the total Army. SAT
determines whether or not training is needed; what will be trained; who will receive the training;
how, how well, and where the training is presented; and the training support/resources required
to produce, distribute, implement, and evaluate those products. SAT involves all five training
related phases: analysis, design, development, implementation, and evaluation.
Training development is a vital component of TRADOCs mission to prepare the Army for
war. As such, it is the responsibility of every civilian and soldier in management and training-
related roles in the TRADOC headquarters, schools, field units, and supporting contractor
offices. Management, at all levels, needs to have a working knowledge of the process, and
ensure its efficient implementation. Doing so will save scarce resources: personnel, time,
process, and unnecessary product development dollars.

SAT PROCESS: The Armys Systems Approach to Training (SAT) process is a flexible,
efficient, and effective system engineering approach to developing education and training. It has
been successfully used to design hard skill (technical, procedural) and soft skill (leadership,
artistic, and management) training and education. Education/training provides the means to
improve soldier and unit performance. Identifying and incorporating improvements to the SAT
process and the management of that process is a continuous, on-going action.
a. The SAT model fully meets the need for training units and individuals (commanders
and staff) as well as for developing training using automated development and delivery tools. It
is restrictive where necessary yet provides the flexibility to use any method needed to provide
efficient and effective education and training. When properly applied and managed, the SAT
process provides exactly the types of information and data needed to develop education/training
for the digital units and initial brigade force teams and to assist in the sustainment of unit
readiness.
b. AR 350-1, Army Training and Leader Development, establishes the SAT as the
Armys education and training development process. Appendix B provides an executive
summary of this process.
c. The SAT process is delineated in TRADOC Regulation 350-70, Systems Approach to
Training Management, Processes, and Products. The model identifies and defines collective and
individual task(s) (with condition and standard) that the unit and Soldiers (including leader tasks)
must perform in order to accomplish their missions. These tasks form the foundation for Army
training/education. Resource requirements for implementing training are identified during the
design phase.

Appendix I
Practical Exercises
I-16

SAT DEVELOPMENT BACKGROUND:
a. Research and studies on ways and methods for improving training and education are
ongoing efforts in both the military and civilian communities. For example, in the 1960s, the
civilian community proved the value of learning objectives, which were implemented in DoD
service training. The Army Research Institute (ARI) and Navy have published a number of
reports and books on education and training and appropriate information has been adopted, e.g.,
results of team training research has been added to the 1999 version of TR 350-70, Systems
Approach to Training (SAT) Management, Process, and Products.
b. Florida State University (FSU) developed the ISD model (Inter-service Procedures
for Instructional Systems Development) through an Army contract in the mid-70s. The ISD
model was adopted by the DoD and implemented in all the services. In this model, training
development information is used in follow-on phases (training analysis, design, development,
implementation, and evaluation (quality assurance/quality control)) to ensure required, efficient,
and effective training/education is provided when and where needed. It uses spiral development
to speed up and improve the provided education/training.
c. In the early 80s, the Army modified the ISD model by including the identification of
unit missions and the identification of collective and individual tasks that support mission
accomplishment. This modification gave us collective to individual task linkages and the unit
training products, e.g., training strategies, drills, and exercises. The result was todays SAT
model.
d. In the 1991-1992 timeframe, TRADOC contracted to have an independent agent
determine the most efficient and effective process for the Army to develop training and to
produce a functional description (operational concept document) detailing that process. The
contractor determined that the SAT process was the most efficient process for the Army to use
and provided a detailed Automated Systems Approach to Training (ASAT) Functional
Description. This ASAT functional description (Operational Concept Description) was adopted
by the DOD led Automated-Training, Evaluation, Acquisition, and Management (A-TEAM)
team as the foundation for automating training development across the services.
e. In 1995, TRADOC Regulation 350-70 was first published. This regulation
consolidated 17 separate publications into one to eliminate confusion caused by duplicated,
conflicting, and outdated policy as well as to identify and implement process improvement. This
was a major undertaking involving workgroups and included input from all schools and affected
organizations.
Appendix I
Practical Exercises
I-17
Question 1

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Question 2

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Question 3

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Question 4

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Appendix I
Practical Exercises
I-18

Directions: Read the following examples of Essay test items. Each of these items may or may
not need improvement. Indicate what changes (if any) should be made.

1. Restate the definition of the term, task, that was discussed in Lesson 1.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Should the U.S. government be able to hold suspected terrorists indefinitely?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What are the 5 phases of the Systems Approach to Training?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Compare and contrast the national tax policies of the Democratic and Republican parties
over the last 20 years. What are the similarities and differences?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Read the following paragraph. Tell which statements are facts and which are opinions.

In 2001, the secretary and chief of staff of the Army made it a
requirement that all soldiers, DA civilians, and Non-Appropriated
Fund employees obtain AKO accounts. More than one million people
now have AKO accounts, with more than 40,000 of them visiting the
site on any given day. This is not about a portal. This is about doing
your work, said COL Bob Cox, the Armys chief technology officer.
The more stuff you move to the web, the more you empower the
soldier, said COL Howard Olsen, commander of EREC. Were
giving enlisted soldiers the tools to finally manage their careers.
Thats a powerful thing.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Appendix I
Practical Exercises
I-19

Following are four restricted response essay questions that together constitute a science
unit test. After each question is the keyed answer provided by the teacher and Jane Smiths
answer. You are to do two things:
First decide the maximum marks (points) of each question. (The entire test has a
maximum score of 40 points, 10 points per question.)
Second evaluate Jane Smiths answers with the answer key and award her points
according to the degree of correctness of her answer.

#1 What is the shape of a quartz crystal?
Answer Key: Hexagonal
Maximum Marks: ___10____
Janes answer: Six-sided hectogon.
Janes score: _________

#2 What is a saturated solution?
Answer Key: A solution that contains as much dissolved substance
as it can for a particular temperature.
Maximum Marks: ___10_____
Janes answer: Large crystals contain a great deal of substance that has
been formed. This process of forming crystals is called
crystallization. It occurs in both the laboratory & in nature.
Janes score: __________

#3 Write a paragraph describing how you can grow very large crystals.
Answer Key: Any answer that says size of crystal is directly related to
the rate of crystallization.
Maximum Marks: ____10____
Janes answer: Large crystals contain a great deal of substance that has
been formed. This process of forming crystals is called
crystallization. It occurs in both the laboratory & in nature.

#4 Name three major categories of rocks.
Answer Key: Igneous, Sedimentary, and Metamorphic
Maximum Marks: ___10_____
Janes answer: The three kinds are fire-formed, settled, and those that
have changed their form.

Source: Educational Assessment of Students (2nd Edition) by Anthony J. Nitko (pp.174), 1996
by Prentice-Hall Inc.
Appendix I
Practical Exercises
I-20

Hands-On Checklist Development

Directions: You will be working in groups for this practical exercise. Here is a process task and
a narrative description of that task. Construct an evaluators hands-on checklist for this task.
Follow the six steps in your handout on Hands-on Test Development contained in your
reference book. Copy your checklist onto a sheet of chartboard paper. You will write only the
checklist, not the test administrators manual, although you should have some idea in mind about
conditions as you complete the checklist.

TASK: Perform safety checks on hand grenades.

GIVEN: Standard issue US hand grenade with extra safety clips and load carrying equipment
(LCE).

The following must be performed in sequence:

Identify the hand grenade by type, color and usage. Inspect the grenade for defects and correct
defects if possible. Check the fuse to ensure it is screwed tightly on the body of the grenade.
Check the safety clip to ensure that it is present and is in the correct position. Check the safety
pin to ensure the clip is in the correct position. If the clip is not in the correct position, carefully
push it into place while holding the safety lever down. Ensure the clip is not bent. If it is bent,
carefully bend it back into position. Check the safety ring; reject a grenade with a cracked safety
ring. Check grenades for dirt, wiping dirty or grimy grenades with a cloth. Attach the grenade
to an ammo pouch. Slip the grenade safety lever over the small strap on the ammo pouch. Push
the grenade down until it is firmly seated against the side of the pouch. Ensure that the pull ring
is pointed downward. Wrap the carrying strap around the fuse including both the safety lever
and the pull ring. Be sure to check grenades periodically while moving to ensure the fuse is tight
and the strap is secure.

Appendix I
Practical Exercises
I-21

Directions: The following questions were extracted from Test A. You are to rewrite each
question so it can be used on Test B.

1. Alternating current is changed to direct current by means of a--

A* rectifier.
B. transformer.
C. condenser.
D. generator.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. A hexagon has how many sides?

A. Four
B. Five
C* Six
D. Seven

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

GLOSSARY

GLOSSARY OF TRAINING AND TRAINING DEVELOPMENT TERMS
A

Accreditation
The recognition afforded an educational institution when it has met accepted standards of
quality applied by an accepted, professional accreditation agency.

Action verb
Verb that conveys action/behavior and reflects the type of performance that is to occur
(e.g., place, cut, drive, open, hold). Action verbs must reflect behaviors that are
measurable, observable, verifiable, and reliable.

After-action review (AAR)
A professional discussion of an event focused on performance standards. It enables
soldiers to discover for themselves what happened, why it happened, how to sustain
strengths, and how to improve on weaknesses. It is a tool leaders, trainers, and units can
use to get maximum benefit from every mission or task.

Analysis
One of five phases of the training development process. It is the process used to
determine if training is required; determine who (soldiers/units) needs training; identify
the critical tasks they must be able to perform for survival on the battlefield; and identify
the standards, conditions, performance measures, and other criteria needed to perform
each task. The five types of training analyses:
Needs Analysis
Mission Analysis
Collective Critical Task Analysis
Job Analysis
Individual Critical Task Analysis

Army Training and Evaluation Program (ARTEP)
The cornerstone of unit training. It is the umbrella program to be used by the trainer and
training manager in the training evaluation of units. The ARTEP is a complete program
enabling commanders to evaluate and develop collective training based on unit
weaknesses, then train the unit to overcome those weaknesses and reevaluate. Success on
the battlefield depends on the coordinated performance of collective and individual skills
that are taught through the ARTEP MTP.

Army Training Requirements and Resource System (ATRRS)
The Army training management system. It projects inputs, resource requirements, and
student accountability and updates military personnel training records. It provides the
data for Congressional Military Manpower Training Reports (MMTR), etc.

GLOSSARY

B

Battlefield Operating Systems (BOS)
Regimental commanders and squadron commanders must coordinate the seven operating
systems and synchronize their activities in time, space, and purpose. The operating
systems are listed below.
Intelligence
Maneuver
Fire support
Mobility and survivability
Air defense
Combat service support
Command and control

C

Career management field (CMF)
A grouping of related military occupational specialties that provides visible and logical
progression of a soldier's career to grade SGM.

Check-on-Learning
An informal, required, check to determine if students are learning the lesson content. It
can be as simple as asking one or two review questions or as complex as asking students
to demonstrate skill performance. Quizzes, practical exercises, and check questions are
"check-on-learning" examples.

Concept Based Requirement System (CBRS)
The Concept Based Requirement System (CBRS) is the TRADOC process that analyzes
warfighting concepts and identifies doctrine, training, leader development, organization,
and materiel for soldiers (DTLOMS) to meet battlefield deficiencies. These initiatives
serve as triggering circumstances for the needs analysis process.

Condition
Task condition: The task condition describes the field conditions under which the
task will be performed. The condition expands on the information in the task title by
identifying when, where, and why the soldier performs the task and what materials,
personnel, and equipment the soldier must have to perform the task.
Learning objective condition: The learning objective condition describes the
training situation or environment under which the student must perform the learning
action statement. It includes any pertinent influence on learning objective
performance, including identification of materials, facilities, and equipment the
student must have to perform the objective.

Conference
A method of instruction that develops the training material through an instructor guided
student discussion.
GLOSSARY

Constraints
Limiting or restraining conditions or factors such as policy considerations, time
limitations, environmental factors, and budgetary and other resource limitations.

Content validity
Tests are intended to measure the extent to which students learn the content of the
instruction and the extent to which students learn the content of the job. The extent to
which the test measures this intent is referred to as content validity. If a test has content
validity, it will answer the question: "Did the student learn the content of the
instruction/the job?"
Course
A complete series of instructional units (phases, modules and lessons) identified by a
common title or number.

Course administrative data (CAD)
A resident course document that provides critical planning information used to determine
student input requirements for new and revised courses.

Course documentation
Consists of the documents that show the current content of a course (instructional
materials, tests, student evaluation plan, etc.) and its developmental history (job analysis,
task performance specifications, training strategy, course design, etc.).

A document that tells the course manager and instructors how to manage the course.

Criterion
The standard by which something is measured. In Army training the task or learning
objective standard is the measure of soldier/student performance. In test validation, it is
the standard against which test instruments are correlated to indicate the accuracy with
which they predict human performance in some specific area. In evaluation it is the
measure used to determine the adequacy of a product, process, or behavior.

Criterion-referenced grading
A way of grading students in relation to a predetermined standard (go or no-go). The
standard is based on job requirements.

Criterion-referenced instruction (CRI)
The instruction aimed at training students to perform established learning objectives
(performance criteria) to the prescribed standard. CRI is the selected instructional
methodology for training within the Army.

GLOSSARY

Critical task selection board
A management device that serves a quality control function in critical task selection.
The board reviews the total task inventory and job performance data and recommends
tasks for approval to the appropriate authority as critical tasks.

Cue
A word, situation, or other signal for action. An initiating cue is a signal to begin
performing a task or task performance step. An internal cue is a signal to go from one
element of a task to another. A terminating cue indicates task completion.

D

Demonstration
A method of instruction by which an instructor shows the students how to perform
process or procedure.

Design phase
A major phase in the training development process. Determines how to train. Translates
analysis data into a blueprint for training. It identifies resource requirements, training
structure, learning objectives, training sequence, student evaluation/graduation
requirements, and test design.

Development phase
A major phase in the training development process. Converts the design into resident and
nonresident training materials, e.g., lesson plans, student handouts, media, etc.

Difficulty-importance-frequency model
One of several models available for use in selecting tasks for training and training site.
Using this model, the proponent identifies those tasks as critical based on the difficulty,
importance, and frequency of job task performance.

Doctrine
Fundamental principles by which the military forces or elements thereof guide their
actions in support of national objectives. It is authoritative but requires judgment in
application.

E

Enabling learning objective (ELO)
A learning objective that supports the terminal learning objective. It consists of an
action, condition, and standard. Enabling learning objectives are identified when
designing the lesson. A terminal learning objective does not have to have enabling
objectives, but it may have two or more.

GLOSSARY

Enabling skills and knowledges
Those skills and knowledges required for the performance of a task performance step.
They are identified when conducting task analysis.

Environmental considerations
The environment factors, concerns, and regulations that must be taken into account when
conducting task analysis, designing training, and/or implementing training.

Evaluation phase
A major phase in the training development process that assesses how effectively training
objectives are achieved to standard by units and soldiers and how well they can meet job
performance and mission requirements. This phase provides feedback to the other phases
of the training development process to improve effectiveness and efficiency.

F

Fidelity
In job performance measurement, the extent to which an objective (action, conditions,
and
standard) approximates those of a task. In training devices or simulators, the accuracy
with which simulators reflect that which they simulate.

G

Go/no-go- -pass/fail
The evaluation criteria whereby students cannot partially pass. They either pass (go:
meet the standard) or fail (no-go: do not meet the standard).

Graphic Training Aid (GTA)
A Graphic Training Aid (GTA) provides a means for trainers to conduct and sustain task-
based training in lieu of using extensive printed material or an expensive piece of
equipment. The uses of GTA range from quick reference memory aids to simulation
games for a battalion.

H

Hands-on
Student practice of training on actual equipment, simulators, and training aids.

Hazard
A condition with the potential of causing injury to personnel, damage to equipment or
structure, loss of material, or lessening of ability to perform a mission, a task, or a
learning objective. Example: A river crossing has hazards that might include water
depth and current, hypothermia, fatigue, debris on or under the water, change in
conditions caused by weather, and swimming ability of the soldiers, etc.
GLOSSARY

I

Implementation
The actual conduct of training by any method of instruction using the validated training
materials created during the design and development phases. A major phase in the
training development process.

Individual task analysis
The process used to identify the individual task performance specifications. It describes
how the task is actually performed, under what conditions it is performed, and how well
the individual must perform it. It results in the task performance details needed to
establish the individual training strategy and to design and develop follow-on training.

Individual training plan (ITP)
A document prepared for each enlisted military occupational specialty, warrant officer
military occupational specialty, commissioned officer specialty code, or separate
functional training program that describes the overall plan to satisfy training requirements
and document the long range training strategy.

Instructional site
A physical location where specific instruction is to be accomplished (i.e., school, unit, job
site). Despite semantic preferences, recognition of a basic distinction between form of
training (self-study, supervised on-the-job training) and location of training (resident or
job site) is important. In this context, site and setting are designations of training
location, not training form. In analysis the analyst is concerned with site (location)
selection, not training form selection, which is the task of the designers and developers.

Instructor contact hour (ICM)
The manpower workload factor, which represents one instructor work hour devoted to
conducting training. The instructor contact hour for each lesson is related to optimum
class size and computed by multiplying the number of academic hours times the number
of student groups times the number of instructors required per group.

Item analysis
The process of determining whether a test item is functioning as intended. Alternatively,
the use of results on individual test items to determine effectiveness of the item. It can be
used to obtain feedback on training deficiencies, score exceptions, and improve future
versions of the test.

GLOSSARY

J

Job (or duty)
For training development and training purposes, it is an MOS by skill level; BC by rank;
AOC by rank; warrant officer MOS (Military Occupational Specialty) by skill level; ASI
(Additional Skill Identifier); SQI (Skill Qualification Identifier); SI (Skill Identifier); LIC
(Language Identifier Code); or other special category. Special categories include but are
not limited to common tasks (for a specific skill level), additional duty assignments, and
civilian jobs the Army is required to train.

Job aid
A checklist, procedural guide, decision table, worksheet, algorithm, or other device used
by a soldier as an aid in performing duty position tasks. It gives the soldier directions and
signals when to take action. A job aid is also called a job performance aid.

Job analysis
The process used to identify individual critical tasks (including leader tasks) a job
incumbent must perform to successfully accomplish his/her mission "and duties as well
as survive on the battlefield. They are the critical tasks for that job. They may be one of
four types
Common soldier tasks
Common skill level tasks
Critical individual tasks
Shared tasks

K

Knowledge
Information or fact required to perform a skill or supported task.

L

Learning activity
The specific behavior a student performs during a particular episode of learning.

Learning hierarchy
The relationships among objectives in which some objectives must be mastered before
others can be learned. We can describe these as independent, dependent, and
interdependent training objectives.

Learning objective (LO)
A precise three-part statement describing what the student is to be capable of
accomplishing in terms of the expected student performance under specific conditions to
accepted standards. Learning objectives clearly and concisely describe student
performance required to demonstrate competency in the material being taught. LOs
focus the training development on what needs to be trained and focuses student learning
GLOSSARY

on what needs to be learned. Both terminal and enabling objectives are learning
objectives.

Learning step
A student activity that leads toward achievement of a learning objective. Learning steps
are determined when the objective is broken down into its component parts. Often an
explicit hierarchical relationship consisting of terminal learning objective, enabling
learning objective, and learning step in maintained. Learning steps are identified and
delineated in the lesson, training support package, or Army Correspondence Course
Program outline during the design phase. It should be performance oriented.

Lesson
The basic building block of all training. The level at which training is designed in detail.
The lesson is structured to facilitate learning. A lesson normally includes telling or
showing the soldiers what to do and how to do it, an opportunity for the soldiers to
practice, and providing the soldiers feedback concerning their performance. A lesson
may take the form of an instructor presented lesson, an SGI-presented lesson, or a self-
paced lesson, such as a correspondence course or CBI lesson.

Lesson plan
The detailed blueprint for presenting training by an instructor or small group leader
(SGL). It prevents training from becoming haphazard and provides for training
standardization. It is built on the lesson outline and includes all the details required for
the presentation. It must be of sufficient detail that a new instructor can teach the lesson
with no decrement of training.

M

Maximum Class Size
The largest number of students in a class that can be trained with acceptable degradation
in the training effectiveness due to manpower, facility, or equipment constraints.

Mean
Arithmetic average calculated by adding up all scores and dividing the total by the
number of scores.

Media
A means of conveying or delivering information. Examples of training media are paper,
film, videotape, broadcast television, and computer program.

Methods of instruction
A way of presenting instruction to the students. Examples of methods of instruction are
conference, demonstration, and practical exercise.

GLOSSARY

Mission
A series of related tasks that comprise the major capabilities and/or requirements imposed
on a unit by its parent organization or table(s) of organization and equipment. Examples:
Defend in sector, conduct a hasty attack, and delay. Missions may be imposed to support
the parent unit.

Mission analysis
Mission analysis identifies unit organizational and functional structure, develops a
mission matrix, derives a mission by echelon list, and identifies critical collective tasks.

Mission essential task list (METL)
A compilation of collective mission essential tasks, which must be successfully
performed if an organization is to accomplish its wartime mission(s).

Mission Training Plan (MTP)
An MTP provides comprehensive training and evaluation outlines and exercise concepts
and related training management aids to assist field commanders in the planning and
execution of effective unit training. It provides units a clear description of "what" and
"how" to train to achieve wartime mission proficiency.

N

Needs Analysis
The process used to identify valid
Non-training solutions to the performance deficiency.
Training solutions to identified unit and individual performance deficiencies.
Training development requirements. A training/training development requirement is
established if the needs analysis results in the identification and implementation
approval for a solution that justifies producing or revising training or training
products. Proponents will develop or revise training or training products only when
based upon a needs analysis to avoid unnecessary TD workload.

New equipment training (NET)
An initial transfer of knowledge, gained during equipment development, from the
materiel developer/provider to the trainer, user, supporter.

0

Observation interview
A dialogue wherein a jobholder is observed in the job environment performing all or a
substantial part of the job. The jobholder performs the job while the analyst asks
questions.

GLOSSARY

Occupational Data, Analysis, Requirements and Structure Program (ODARS)
A comprehensive system for collecting, processing, storing, and analyzing training and
occupational information provided by job incumbents and their supervisors through the
administration of survey questionnaires. ODARS provides imperial data for identifying
individual critical tasks to training proponents.

Occupational survey
A system of collecting detailed military training and occupational information using
computer processing, retrieval, and analysis.

Operating tempo (OPTEMPO)
The annual operating miles/hours for systems in a particular unit required to execute the
commander's training strategy. It is stated in terms of the miles/hours for the major
system in a unit; however, all equipment generating significant operating and support
cost has an established operating tempo.

Optimum Class Size (OCS)
The largest number of students in a class that can be trained with no degradation in
training effectiveness. The constraining factor is the availability of equipment, facilities,
and manpower. OCS serves as the basis for determining equipment and resource
requirements.

P

Performance-based instruction
Instruction which develops student performance proficiency via task-based learning
objectives written with an action verb. Students prove competency by actual
performance of the objectives to the established standards.

Performance deficiency
The inability of a unit or individual to perform the required tasks to the established
standard.

Performance measures
The actions that can be objectively observed and measured to determine if a task
performer has performed the task to the prescribed standard. These measures are derived
from the task performance steps during task analysis.

Performance oriented training
Training in which learning is accomplished through performance or the actual doing of
the tasks
or supporting learning objectives under specific conditions until an established standard
is met.

GLOSSARY

Performance step
A single discrete operation, movement, or action that comprises part of a task.

Performance test
An evaluation of the actual performance of the task or learning objective using the
conditions under which it will be performed and the absolute standards for acceptable
performance.

Planning, Programming, Budgeting, and Execution System (PPBES)
A system that provides key decision points for training development managers when
dealing with manpower and dollars. An integrated system for the establishment,
maintenance, and revision of the Five-Year-Program and the DoD Budget. The DCST,
HQ TRADOC, is responsible for resourcing training.

Practical exercise (PE)
The practical exercise is the hands-on application of the performance required in enabling
or terminal learning objectives. Gives the student the opportunity to acquire and practice
skills, knowledges, and the behaviors necessary to perform the training objective
successfully.

Predictive Validity
The extent to which the test predicts how well students will actually perform on the job.
If a test has predictive validity, it will answer the question: "Will the students be able to
perform on the job?" It involves administration of the test and comparison of the test
results to other indicators of student performance capability.

Process standard
A standard for a task, which consists of a series of steps resulting in the soldier obtaining
a single result. The task is evaluated by observing the process and by scoring each step
or element as it is performed in terms of sequence, completeness, accuracy, or speed
(such as, put on the protective mask or take oral temperature).

Product standard
A standard for a task, which terminates in a product or outcome that is observable and
measurable. The task is evaluated by looking at the product or outcome in terms of
completeness, accuracy, tolerance, clarity, error, or quantity.

Program of instruction (POI)
The program of instruction is a requirements document that provides a general
description of course content, duration of instruction, types of instruction, and resources
required to conduct peacetime and mobilization training in an institutional setting.

Program of Instruction Management Module (POIMM)
Provides an automated means for training developers to build a POI and CAD in
accordance with TRAS.

GLOSSARY

Proponent agency
An Army organization or staff that has been assigned primary responsibility for materiel
or subject matter experts in its area of interest.

Proponent school
The TRADOC school designated by the CG, TRADOC, or appropriate MACOM as
training proponent to exercise supervisory management of all combat/training
development aspects of a materiel system, functional area, or task. It analyzes, designs,
and develops training/training products for proponent area.

R

Reliability
The extent to which the test/test item gives consistent results each time it is used (has
reliability). Any time a test item is examined for validity, it must also be examined for
reliability.

Risk assessment
The process used to identify potential hazard associated with training, set values on the
risk elements, compare risks against training benefits, and eliminate unnecessary risks.
It is an expression of potential loss in terms of hazard severity, accident probability, and
exposure to hazard.

S

Sequencing
In training design, the proper ordering of instruction which allows the student to make the
transition from one skill or body of knowledge to another and assures that supporting
skills and knowledge are acquired before dependent performances are introduced.

Skill
The ability to perform a job related activity that contributes to the effective performance
of a task performance step.

Soldier Manual of Common Tasks (SMCT)
A document that contains the critical tasks which every soldier must be able to perform in
order to fight and win on the battlefield. It provides the conditions, standards, and
performance measures for each common soldier critical task.

Soldier training publication_(STP)
Publications that contain critical tasks and other training information used to train
soldiers and that serve to standardize individual training for the whole Army. They
provide information and guidance in conducting individual training in the unit and aid the
soldier, officer, noncommissioned officer (NCO), and commander in training critical
tasks. They consist of Soldier's Manuals, Trainer's Guides, Military Qualification
Standards Manuals, and Officer Foundations Standards System manuals.
GLOSSARY

Standard
A statement that establishes criteria for how well a task or learning objective must be
performed. The standard specifies how well, completely, or accurately a process must
be performed or product produced.
The task standard reflects task performance requirements on the job.
The learning objective standard reflects the standard that must be achieved in the
formal learning environment.

Standardization
As applicable to Army training:
The development and implementation of performance standards that the Army
employs in training and in combat.
Units and soldiers performing the same task will be trained to perform that task to
the same standard.
Training products are produced in one format by the training proponent and used by
other training activities.

Stem
The part of a multiple-choice test item that asks a question.

Structure manning decision review (SMDR)
An annual process that compares the total Army training requirements for a fiscal year
against the training capability of a given TRADOC school and resolves the differences.

Student Evaluation Plan
A plan that details how the proponent school will determine if the student has
demonstrated a sufficient level of competency to pass the specified course or training. It
specifically identifies course completion requirements to include the minimum passing
score (or GO/NO GO) for each written or performance examination, final grade
requirement, minimum course attendance requirements (if applicable), and specific tests
that must be satisfactorily completed to graduate. It very specifically identifies how the
student's performance will be evaluated. Counseling and retesting policy are delineated.
Other evaluations, such as the Army Weight Control Program and Army Physical Fitness
Test that impact on graduation are identified and their requirements are included.

System training plan (STRAP)
The master training plan for a new system. It outlines the development of the total
training strategy for integrating the item into the training base and gaining units; plans for
all necessary training support, training products, and courses; and sets milestones to
ensure the accomplishment of the training strategy.

Systems Approach to Training (SAT)
The Army's training development process. It is a disciplined, logical approach to making
collective, individual, and self-development training decisions for the total Army. It
determines whether or not training is needed; what is trained; who gets the training; how,
GLOSSARY

how well, and where the training is presented; and the training support/resources required
to produce, distribute, implement, and evaluate those products. The SAT involves all
five training related phases: analysis, design, development, implementation, and
evaluation.

T

Task
A clearly defined and measurable activity accomplished by individuals and organizations.
It is the lowest behavioral level in a job or unit that is performed for its own sake. It must
be specific; usually has a definite beginning and ending; may support or be supported by
other tasks; has only one action, and therefore, is described using only one verb;
generally is performed in a relatively short time (however, there may be no time limit, or
there may be a specific time limit); and it must be observable and measurable. The task
title must contain an action verb and object and may contain a qualifier. Types:
Collective task: Derived from unit missions. Requires group participation for its
accomplishment (e.g., operate an M105 Howitzer). It may also be a mission
requirement, such as secure a bridgehead, which can be broken down into supporting
individual tasks. It describes the exact performance a unit must perform in the field
under actual operational conditions.
Common task
Common collective task: A collective task that is trained and performed in the
same way by every unit in the Army. Example: Set up a personnel decontamination
station.
Common skill level task: An individual task performed by every soldier in a
specific skill level regardless of MOS or branch, e.g., a task performed by all
captains.
Common soldier task: An individual task performed by all soldiers, regardless of
rank. Example: All soldiers must be able to perform the task, "Perform mouth-to-
mouth Resuscitation."
Note: There are common soldier tasks that apply to all Army civilian employees as well,
e.g., Maintain security of classified information and material.
Critical collective task: A collective task that is critical.
Critical common collective task: A common collective task that is critical.
Critical common skill level task: A common skill level task that is critical.
Critical common soldier task: A common soldier task that is critical.
Critical individual task: An individual task that is critical.
Critical shared task: A shared task that is critical.
Critical task: A collective or individual task a unit or individual must perform to
accomplish the mission and duties and to survive in war or military operations other
than war (MOOTW). Critical tasks must be trained.
Individual task: The lowest behavioral level in a job or duty that is performed for
its own sake. It should support a collective task; it usually supports another
individual task.
Organizational level critical task: Common skill level task shared by other skill
levels, e.g., captains and company first sergeants may perform the same tasks.
GLOSSARY

Shared task:
Individual: An individual task performed by soldiers from different jobs and/or
different skill or organizational levels. Shared tasks are usually identified when
conducting an analysis of a specific job. Example: The lieutenant and sergeant in
the same platoon perform some of the same tasks.
Collective: A task that may apply to some units that have different proponents or to
different echelon/TOE units within a single proponent's authority. The task,
conditions, standards, task steps, and performance measures do not change.

Task-based training
Training developed and implemented to train units and soldiers to perform critical tasks
and supporting skills and knowledges to established performance standards. Critical
tasks focus training on what really needs to be trained.

Task learning difficulty
An individual critical task selection factor. A statistical rating collected when conducting
job analysis that indicates the time, effort, and assistance required by a student to achieve
performance proficiency.

Task performance specifications
The specifications that describe how the task is actually performed, under what
conditions it is performed, and how well the individual must perform it. They are the
task performance details needed to establish the individual training strategy and to design
and develop follow-on training. The specifications are--
Task title
Task performance standard
Task number
Task performance condition
Performance steps
-- Supporting skills and knowledges for each performance step
-- References required for performance step
-- Safety factors, hazards, and considerations associated with for each
performance step
-- Environmental factors and considerations associated with for each performance
step
-- Equipment and materials required to perform the performance step
-- Supporting individual task(s) performed as part of or in support of the
individual task being analyzed
Performance measures
Supported individual task(s)
Supported collective task(s)
Supported Battlefield Operating System (BOS)
Task certification requirements if applicable

GLOSSARY

Task Performance Steps
The required unit/individual actions that must be performed to accomplish the critical
task. Each step must be specific and detailed and contain only one action or unit of work.
Note: A collective task step may be a supporting individual or collective task.

Task selection board
A group of subject matter experts who evaluate task performance data and recommend to
the approving authority those individual tasks that they determine to be critical.

Task selection factors
Statistical factors collected by survey on all tasks listed in the individual total task
inventory. These factors are applied by using a task selection model to identify which
individual tasks are critical to job performance.

Task selection model
A model used to apply statistically valid task selection factors to identify critical
individual tasks. There are a variety of models available for use. Those commonly used
are as follows:
Difficulty-importance-frequency model: An individual critical task selection
model that uses difficulty, importance, and frequency factors.
Eight-factor model: An individual critical task selection model that uses percent
performing, percent time spent performing, consequence of inadequate performance,
task delay tolerance, frequency of performance, task learning difficulty, probability
of deficient performance, and immediacy of performance.
Four-factor model: An individual critical task selection model that uses percent
performance, and task learning difficulty.
Probability of task criticality model: An individual critical task selection model
used by the Occupational Data, Analysis, Requirements and Structure Program
(ODARS).
Training emphasis (TE) model: An individual critical task selection model that
uses the training emphasis factor to determine if a task is critical or not. The TE
factor is collected from supervisors of jobholders. It reflects how much emphasis the
task should be given in training for a specific task. The TE is the most useful single
training factor for critical task selection.

Technical manual (TM)
A publication that describes equipment, weapons, or weapons systems with instructions
for effective use. It may include sections for instructions covering initial preparation for
use and operational maintenance and overhaul.

Terminal learning objective (TLO)
The main objective of a lesson. It is the performance required of the student to
demonstrate competency in the material being taught. A TLO describes exactly what the
student must be capable of performing under the stated conditions to the prescribed
standard on lesson completion. There is only one TLO per lesson regardless of
presentation method or media, and it has only one verb. The terminal learning objective
GLOSSARY

may cover one critical task, part of a critical task (i.e., a skill or knowledge), or more than
one critical task. The terminal learning objective may be identical to the critical task
being taught or there may be a disparity between them. Where there is a disparity, it is
the terminal learning objective standard that the student must achieve to demonstrate
competency for course completion.

Test
A device, technique, or measuring tool used to --
Determine if a student or group can accomplish the objective to the established
standard.
Determine it training does what it is designed to do efficiently and effectively.
Measure the skill/knowledge, intelligence, abilities, or other aptitudes of an
individual or group.
Collect data as a basis for assessing the degree that a system meets, exceeds, or fails
to meet the technical or operational properties ascribed to the system.
Criterion-referenced test: A test that establishes whether or not a unit or soldier
performs the learning objective to the established standard. Performance is
measured as a "go" or "no-go" against a prescribed criterion or set of criteria - the
learning objective standard. It is scored based upon absolute standards, such as job
competency, rather than upon relative standards, such as class standings.
Norm-referenced test: A test that grades a student based on the performance of
other students taking the same test. It is scored based upon relative standards, such
as class standings, rather than upon absolute standards, such as job competency.

Total Army School System (TASS)
Fully accredited and integrated active component (AC)/Army National Guard
(ARNG)/US Army Reserve (USAR) schools that provide standard institutional training
and education for the Total Army.

Total Army Training System (TATS) Course
A single course designed to train the same military occupational specialty (MOS)/area of
concentration (AOC) skill level, Skill Qualification Identifier (SQI), additional skill
identifier (ASI), Language Identifier Code (LIC), and Skill Identifier (SI) within the
Total Army. It also includes MOS Qualification (MOSQ, i.e., reclassification), Army
leadership, functional, professional development, and civilian courses. The courses
Total Army structure (phases, modules, tracks, lessons, tests) and media ensure
standardization by training all soldiers (regardless of component) on course critical tasks
to task performance standard. Course lengths, but not academic hours, may vary due to
such differences as Active and Reserve Component (AC/RC) training day lengths.

Total Army Training System (TATS) POI
A requirements document that provides a general description of the Total Army Training
System Course content, duration of instruction, and methods of instruction and media. It
lists critical tasks taught and resources required to conduct peacetime and mobilization
training.
Note: This is the objective TATS POI currently being automated.
GLOSSARY

Training aids, devices, simulators, and simulations (TADSS).
A general term that includes Combat Training Center (CTC) and training range
instrumentation; Tactical Engagement Simulation (TES); battle simulations; targetry;
training-unique ammunition; dummy, drill, and inert munitions; casualty assessment
systems; graphic training aids; and other training support devices. All of these are
subject to the public laws and regulatory guidance governing the acquisition of materiel.

Training developer
The individual whose function is to analyze, design, develop, and evaluate training and
training products, to include development of training strategies, plans, and products to
support resident, non-resident, and unit training. Any individual functioning in this
capacity is a training developer regardless of job or position title. In developing systems,
the command or agency responsible for the development and conduct of training which
will provide the tasks necessary to operate and logistically support the new materiel
system.

Training development (TD)
The Army's training development process is a systematic approach to making collective,
individual, and self-development training decisions for the total Army. It determines
whether or not training is needed; what is trained; who gets the training; how, how well,
and where the training is presented; and the training support/resources required to
produce, distribute, implement, and evaluate those products. The process involves five
training related phases: analysis, design, development, implementation, and evaluation.
Note: Do not confuse the overall TD process with the particular Systems Approach to
Training (SAT) phase called "development," which is related specifically to the
development of training and training products following analysis and design.

Training Development Plan
The title "Training Development Plan is a generic name for a master plan document.
Different proponent schools may have used different titles in the past. It functions as a
top-level plan covering all resourced requirements (reflected in training development
project management plans) and unresourced requirements. It includes all required
training products (resident and nonresident courses, training support package, etc.) and all
training development processes (mission analysis, job analysis, etc.). It shows what
training development workload must be accomplished during the execution, budgeting,
and programming years; and it increases in detail up to the execution year. It does not
have to be a formal plan: the requirements can be in a database and not formalized in a
report. The plan is for internal proponent school use.

Training development planning
The planning of all aspects of training development including but not limited to funding,
staffing, resourcing, and scheduling. The degree of planning varies with the office or
command level and products produced. Long-range planning covers years three through
twenty past the execution year. Planning helps ensure the most efficient use of
manpower and other resources to develop the important training first.
GLOSSARY

Training development products
Products of the training development process that enable the formulation and
implementation of training programs. They include items such as critical task lists,
correspondence courses, lesson plans, and training materials.

Training development requirement
The training solution to a performance deficiency determined during needs analysis or
training strategy development.

Training method
The procedure or process for attaining a training objective. Examples include lecture,
demonstration, discussion, assigned reading, exercise, examination, seminar, and
programmed instruction.

Training objective
A statement that describes the desired outcome of a training activity in the unit. It
consists of the following three parts: task, condition, and standard.

Training Requirements Analysis System (TRAS)
A management system that provides for the documentation of training and resource
requirements in time to inject them into resource acquisition systems. The purpose of the
TRAS is to ensure that, as required by current and future proponent Combined Arms
Training Strategy (CATS) institutional strategies, students, instructors, facilities,
ammunition, equipment, manpower, and funds are all at the right place and time to
accomplish TRADOC's missions, and the instruction produced is consistent with
TRADOC and Army training requirements. The TRAS uses three types of documents--
the Individual Training Plans (ITPs), Course Administrative Data (CADs), and Programs
of Instruction (POIs).

Training resources
Those human, physical, financial, and time resources used to conduct and support
training.

Training sequence
Ordering the parts of a training program/course to optimize learning.

Training Support Package (TSP)
A complete, exportable package integrating training products, materials, and information
necessary to train one or more critical tasks. Its contents will vary depending on the
training site and user. A TSP for individual training is a complete, exportable package
integrating training products/materials necessary to train one or more critical individual
tasks. A TSP for collective training is a package that can be used to train critical
collective and supporting critical individual tasks (including leader and battle staff).

GLOSSARY

Training system
A training system is the combination of all elements of a training program working
together to bring about the preparation of units to perform their missions and/or personnel
to effectively perform their assigned jobs. A training system consists of training
hardware, facilities, and
personnel subsystems.

V

Validation
An evaluation of the training products and materials. It is the process used to determine
if training accomplishes its intended purpose. In the "testing" context, it is the process of
determining the degree of validity of a measuring instrument (e.g., skill qualification test,
end-of-module test, and end-of-course comprehensive test). In the "technical manual"
context, it is the process used by a contractor to test an equipment publication for
completeness, compliance with contractual requirements, and technical accuracy.
Validating and revising training are continuous actions in the teaching/revising process of
training improvement. Validate products and materials to -
Verify their training effectiveness in training the objective.
Determine beneficial improvements in the quality of training products and materials.
Identify training product deficiencies.
Improve efficiency and effectiveness of training objectives, sequence, products, and
materials.

Validity
A broad term that refers to the extent to which a test measures what it is intended to
measure. Although there are several types of validity and different classification schemes
for describing validity, two major types of validity that test developers must be concerned
with are content-related and criterion-related validity.

W

Written performance-based test
Used to assess the student's ability to apply facts, principles, procedures, etc., required to
perform the learning objective. Essay, short answer, and multiple-choice questions (in
order of preference and effectiveness of measurement) can be question types for
performance-based tests.

Written performance test
Performance tests that require the student to write in the performance of the job task, e.g.,
complete a form, compute.
ACRONYMS

ACH - Academic Contact Hours
AIT - Advanced individual Training
AOC - Area of Concentration
ASAT - Automated Systems
Approach to Training
ATRRS - Army Training
Requirements and Resources System
CAD - Course Administrative Data
CALL - Center for Army Lessons
Learned
CATS - Combined Arms Training
Strategy
CBI - Computer Based Instruction
CBT - Computer Based Training
CMP - Course Management Plan
COE - Contemporary Operating
Environment
CRI - Criterion-Referenced
Instruction
CTA - Criterion Task Analysis
CTI - Criterion Test Instructions
CTL - Critical Task List
CTSSB - Critical Task/Site
Selection Board
DOT - Directorate of Training
DOTMLPF - Doctrine
Organization Training Materiel
Leadership and Education Personnel
Facilities
ELO - Enabling Learning Objective
GEL - Guided Experiential
Learning
ICH - Instructor Contact Hours
IET - Initial Entry Training
IMI - Interactive Multimedia
Instruction
ITP - Individual Training Plan
ITRO Interservice Training
Review Organization
METL - Mission Essential Task
List
MOS - Military Occupational
Specialty
MRAD - Mission Requirements and
Allocations Document
MTS - Master Training Schedule
NCOES - NCO Education System
POI - Program of Instruction
POM - Program Objective
Memorandum
QAO - Quality Assurance Office
SAT - Systems Approach to
Training
SEP - Student Evaluation Plan
SGI - Small Group Instruction
SGL - Small Group Leader
SMDR - Structure Manning
Decision Review
SQI - Skill Qualification Identifier
STP - Soldier Training Publication
STRAP - System Training Plan
TADSS - Training Aids Devices
Simulations Simulators
TASC Training Aids Support
Center
TASS - Total Army School System
TATS - Total Army Training
System
TD - Training Development
TLO - Terminal Learning Objective
TRADOC - Training and Doctrine
Command
TRAP - Training Requirements
Arbitration Panel
TRAS - Training Requirements
Analysis System
TSP - Training Support Package
UFR - Unfunded Requirement
VTC - Video Teleconference
VTT - Video Teletraining
WTS - Weekly Training Schedule

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